نقش انگیزش پیشرفت تحصیلی، طرد همسالان و همدلی عاطفی در پیش‌بینی پرخاشگری مدرسه‌ای دانش‌آموزان با اختلال یادگیری خاص

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بشارت، م. (1389). بررسی پایایی، روایی و تحلیل عاملی فرم 60 سوالی مقیاس مشکلات بین شخصی در جمعیت ایرانی. گزارش تحقیق، دانشگاه تهران. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=120744

بشارت، م.، خدابخش، م.، فراهانی، ح و رضازاده، س. (1390). نقش واسطه ای خودشیفتگی در رابطه بین همدلی و کیفیت روابط بین شخصی. فصلنامه روان شناسی کاربردی، 5(17)، 7-23. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=135860

بشرپور، س.، احمدی، ش و حیدری، ف. (1399). الگوی روابط ساختاری استفاده اعتیادی از شبکه های اجتماعی بر اساس طرد اجتماعی و جو عاطفی خانواده با نقش میانجی چشم‌انداز زمانی و کمرویی. طرح پژوهشی دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی. http://repository.uma.ac.ir/id/eprint/12193

بشرپور، س.، امانی، ش.، حیدری، ف و حاجیلو، ج. (1396). مقایسه‌ی نارسایی‌های مرتبط با یادگیری خود راهبر در دانش‌آموزان مبتلا و غیرمبتلا به اختلالات یادگیری ویژه. ناتوانی‌های یادگیری، 6(3)، 53-68. [DOI.org/10.22098/jld.2017.519]

رود، س. خ. م. گ.، قدمپور، ع. ا.، صادقی، م.، عباسی، م و غضنفری، ف. (1399). بررسی ویژگی های روان سنجی مقیاس طرد همسالان در پایۀ ششم ابتدائی. فصلنامه اندازه‌گیری تربیتی، 10(38)، 147-163.  [DOI.org/10.22054/jem.2020.39641.1895]

عامری، ا.، حسین پور، م. ح و عطاری، ی. (1392). تعیین اثربخشی آموزش مهارت یادگیری پس ختام (R5QP) به صورت گروهی برافزایش انگیزه پیشرفت دانش ­آموزان پسر مقطع سوم متوسطه. یافته ­های نو در روان­شناسی، 8(26)، 109-124. https://www.sid.ir/fa/Journal/ViewPaper.aspx?ID=221069

علایی، پ. (1392). بررسی اثربخشی آموزش مدیریت شرم در چارچوب برنامه‌ی pegs در تعامل با شیوه‌های فرزند پروری و کیفیت ارتباط معلم – دانش‌آموز بر قلدری در مدرسه. رساله دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز.

مرادیانی گیزه رود، خ.، قدم پور، ع.ا.، صادقی، م.، عباسی، م و غضنفری، ف. (1398).  بررسی ویژگی های روان سنجی مقیاس طرد همسالان در پایۀ ششم ابتدائی. فصلنامه اندازه­ گیری تربیتی، 10(38)، 147-163. https://jem.atu.ac.ir/article_11493.html?lang=fa

موسوی، پ. آ.، خسروی، ز و دهشیری، غ. (1396). ساختار عاملی مدل همدلی براساس پرسش نامه ی بهره ی همدلی در یک نمونه ی بزرگ سال ایرانی. تازه‌های علوم شناختی، 19(1), 75-90. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=349893

و فوری، ج. (1398). بررسی تأثیرآموزش مهارت ­های مطالعه برنامه ریزی و مدیریت زمان و روش تمرکز و حافظه بر میزان پیشرفت تحصیلی وانگیزش پیشرفت دانش ­آموزان ایرانی ساکن کشور تاجیکستان در مقطع ابتدایی. روانشناسی مدرسه، 8(2)، 156-173. http://jsp.uma.ac.ir/article_818.html

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