نقش سامانه‌های بازداری و فعال سازی رفتاری، تیپ‌های صبحی و عصری در پیش بینی هیجان‌های تحصیلی مثبت دانش آموزان

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Cornoldi, C., Bresola, A., Crosara, G., Gherlenda, A., Pannocchi, C., & Toffalini, E. (2021). Memory sensitivity and its relationship with the behavioural inhibitory and activation systems and the presence of internalizing symptoms in a group of 9th to 13th graders. Personality and Individual Differences, 173, 110638. https://doi.org/10.1016/j.paid.2021.110638

de la Fuente, J., Lahortiga-Ramos, F., Laspra-Solís, C., Maestro-Martín, C., Alustiza, I., Aubá, E., & Martín-Lanas, R. (2020). A structural equation model of achievement emotions, coping strategies and engagement-burnout in undergraduate students: a possible underlying mechanism in facets of perfectionism. International Journal of Environmental Research and Public Health, 17(6), 2106. https://doi.org/10.3390/ijerph17062106

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Ran, G., Zhang, Q., & Huang, H. (2018). Behavioral inhibition system and self-esteem as mediators between shyness and social anxiety. Psychiatry Research, 270, 568-573. https://doi.org/10.1016/j.psychres.2018.10.017

Randler, C. (2008). Morningness–eveningness and satisfaction with life. Social Indicators Research, 86(2), 297-302. https://doi.org/10.1007/s11205-007-9139-x

Randler, C., & Jankowski, K. S. (2014). Evidence for the validity of the composite scale of morningness based on students from Germany and Poland–relationship with sleep–wake and social schedules. Biological Rhythm Research, 45(4), 653-659. https://doi.org/10.1080/09291016.2014.884307

Randler, C., & Schaal, S. (2010). Morningness–eveningness, habitual sleep-wake variables and cortisol level. Biological psychology, 85(1), 14-18. https://doi.org/10.1016/j.biopsycho.2010.04.006

Riemer, V., & Schrader, C. (2019). Mental model development in multimedia learning: interrelated effects of emotions and self-monitoring. Frontiers in Psychology, 10, 899. https://doi.org/10.3389/fpsyg.2019.00899

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