رابطه‌ی علّی محیط خانواده و محیط کلاس درس با رفتار پرخاشگرانه در مدرسه با میانجی‌گری تنهایی، شهرت به ناهماهنگی و نگرش نسبت به اقتدار

بحیرایی، هادی؛ دلاور، علی و احدی، حسن (1385). هنجاریابی مقیاس احساس تنهایی UCLA (نسخه سوم) در جامعه دانشجویان مستقر در تهران. فصلنامه روان‌شناسی کاربردی، 1، 18-6.

حیدری، غلامعلی (1390). رابطه محیط خانواده با انگیزش پیشرفت در دانش­آموزان دوره پیش­دانشگاهی شهر یزد در سال 1385-86. مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد، 6 (1)، 38-33.

شاهینی، نجمه؛ آسایش، حمید؛ قبادی، مهرداد و صادقی­اله­آبادی، جواد. (1391). بررسی همبستگی حمایت اجتماعی، احساس تنهایی و رضایت از زندگی در بین دانشجویان دانشگاه علوم پزشکی گلستان در سال 1389. مجله پژوهنده،17 (6)، 306-302.

قدیری، پروین؛ اسدزاده، حسن و درتاج، فریبرز (1390). بررسی رابطه ادراک از محیط کلاس درس و جهت­گیری هدف با پیشرفت تحصیلی ریاضی در دانش­آموزان دختر پایه­ی سوم متوسطه. فصلنامه روان‌شناسی تربیتی، 19(6)، 137-115.

مرادی، مرتضی و چراغی، اعظم (1394). رابطه­ی حمایت­های اجتماعی با بهزیستی روان‌شناختی و افسردگی: نقش واسطه­ای حرمت­خود و نیازهای اساسی روان‌شناختی. فصلنامه­ی روان‌شناسی تحولی: روان‌شناسان ایرانی، 11 (43)،312-297.

Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76, 747–760.

Barry, M. (2006). Youth off ending in transition: The search for social recognition. London, England: Routledge.

Becker, B. E., & Luthar, S. S. (2007). Peer-perceived admiration and social preference: Contextual correlates of positive peer regard among suburban and urban adolescents. Journal of Research on Adolescence, 17, 117–144.

Blum, J., Ireland, M., & Blum, R. W. (2003). Gender differences in juvenile violence. Journal of Adolescent Health, 32, 234–240.

Bohairaiee, H., Delavar, A., & Ahadi, H. (2006). Loneliness Scale UCLA (third edition) standardization in students society in Tehran. Journal of Applied Psychology, 1, 6-18. (Persian)

Buelga, S., Musitu, G. &  Murgui, S. (2009). Relaciones entre la reputación social y la agresión relacional en la adolescencia. International Journal of Clinical and Health Psychology, 9, 141-127.

Carroll, A., Houghton, S., Hattie, J. & Durkin, K. (1999). Adolescent reputation enhancement: Differentiating delinquent, nondelinquent, and at-risk youths. Journal of Child Psychiatry, 40, 593-606.

Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (pp. 119-169). New York: Wiley.

Dorman, J. P. (2003).  Cross-National Validation of the What is Happening in this Class? (WIHIC) Questionnaire using Confirmatory Factor Analysis.  Learning Environments Research, 6(3), 231-245.

Emler, N., & Reicher, S. (1995). Adolescence and delinquency. Oxford: Blackwell.

Emler, N., & Reicher, S. (1995). Adolescence and delinquency: The collective management of reputation. Malden, England: Blackwell Publishing.

Estévez , Pérez, Ochoa & Ruiz. (2008). Adolescent aggression: effects of gender and family and school environments. Journal of Adolescent, 31(4), 433-50.

Estevez, E. Lopez, v., Perez, S. M., Ochoa G. M., Ruiz, D. M. (2008). Adolescent aggression: Effects of gender and family and school environments. Journal of Adolescence, 31, 433-450.

Estévez, E., & Emler, N. (2011).  Assessing the links among adolescent and youth offending, antisocial,  behavior, victimization, drug use and gender. International Journal of Clinical and Health Psychology, 11, 269-289.

Estevez, E., Musitu, G., & Herrero, J. (2005). The influence of violent behavior and victimization at school on psychological distress: The role of parents and teachers. Adolescence, 40, 183–195.

Estéveza, Emlerb, E., N. P., Cavac, M., J. Inglésa, C. J. (2014). Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school. Psychosocial Intervention, 23, 57-67.

Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.

Gold, M., Mattlin, J., & Osgood, D. W. (1989). Background characteristics and responses to treatment of two types of institutionalized boys. Criminal Justice and Behavior, 16, 5-33.

Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of child psychology and psychiatry, 41(4), 441-455.

Heidari, G. A. (2011). The relationship between family environment and achievement motivation in pre-university students in Yazd city in 2011-2012. Journal of Studies and Development Center of Yazd Medical Sciences University, 6 (1),33-38. (Persian)

Henry, C. S., Sager, D. W., & Plunkett, S. W. (1996). Adolescents’ perceptions of family system characteristics, parent- adolescent dyadic behaviors, adolescent qualities, and dimensions of adolescent empathy. Family Relations, 45, 283–292.

Herrero, J., Estevez, E., & Musitu, G. (2006). The relationships of adolescent school-related deviant behaviour and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age. Journal of Adolescence, 29(5), 671–690.

Hollin, C. R. (1990). Cognitive behavioral interventions with young offenders. New York: Pergamon Press.

Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65, 599–610.

Kaye, D. L., Montgomery M. E., & Munson, S. W. (2003). Child & adolescent mental health. philadelphia: Lippincott william and wilkins.

Kendall, P. C., & Hollon, S. D. (1994). Cognitive behavioral interventions: Theory, research and procedures. New York: Academic Press.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychology Measurement, 30, 607-610.

Little, T. D., Henrich, C. C., Jones, S. M., & Hawley, P. H. (2003). Disentangling the ‘‘whys’’ from the ‘‘whats’’ of aggressive behaviour. International Journal of Behavioral Development, 27, 122–133.

Lopeza, E. E., Pereza, S. M. Ocho, G. M., & Ruiz, D. M. (2008). Adolescent aggression: Effects of gender and family and school environments. Journal of Adolescence 31: 433–450.

Lopez-Romero, L., & Romero, E. (2010). Goals during adolescence and their relationship with antisocial behavior. The Spanish Journal of Psychology, 13, 166–177.

McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of childhood peer rejection. In M. R. Leary (Ed.), Interpersonal rejection (pp. 213–247). London: Oxford University Press.

McEvoy, M. A., Estren, T. L., Rodriguez, & Olson, M. L. (2003). Assessing relational and physical aggression among preschool children: Intermethod agreement. Topics in Early Childhood Special Education, 23 (2), 53-63.

Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145–1157.

Molpeceres, M. A., Lucas, A., & Pons, D. (2000). Experiencia escolar y orientacio´ n hacia la autoridad institucional en la adolescencia [School experiences and orientation towards institucional authority in adolescence]. Revista de Psicologı ´a Social, 15, 87–105.

Moos, R., & Moos, B. (1983). Clinical applications of the Family Environment Scale. In E. Filsinger (Ed.), A sourcebook of marriage and family assessment (pp. 253-273). Beverly Hills, CA: Sage.

Moradi,M., & Cheraghi, A. (2015). The Relationship of Social Supports to Psychological Well-Being and Depression: The Mediating Role of  Self-Esteem and Basic Psychological Need. Developmental Pschology: Iranian Psychologists, 11 (43), 297-312.

Moreno, D., Povedano, A., Martínez, B., &  Musitu, G. (2012). Emotional and social problems in adolescents from a gender perspective. The Spanish Journal of Psychology, 15, 1013-1023.

Nihart, T., Lersch, K. M., Sellers, C. S., & Mieczkowski, T. (2005). Kids, cops, parents and teachers: Exploring juvenile attitudes toward authority figures. Western Criminology Review, 6, 79–88.

Orpinas, P. & Frankowski, R. (2001). The Aggression Scale. A Self-Report Measure of Aggressive Behavior for Young Adolescents. Journal of Early Adolescence, 21 (1), 50-67.

Paley, B., Conger, R. D., & Harold, G. T. (2000). Parents’ affect, adolescent cognitive representations, and adolescent social development. Journal of Marriage & the Family, 62, 761–776.

Povedano, Cava, Monreal, Varela & Musitu. (2015). Victimization, loneliness, overt and relational violence at the school from a gender perspective. International Journal of Clinical and Health Psychology, 15(1), 44-51.

Qadiri, P., Asadzadeh, H., & Dortaj, F. (2011). Investigation the relationship between perceived classroom environment and goal orientation with math academic achievement in high school female students in third grade. Journal of Educational Psychology, 19 (6), 115-137. (Persian)

Reinke, W. M., & Herman, K. C. (2002). Creating school environment that deter antisocial behaviors in youth. Psychology in the Schools, 39, 549–559.

Russell, D. W. (1996). UCLA Loneliness Scale (Version 3): reliability, validity, and factor structure. J Pers Assess, 66(1), 20-40.

Russell, D., Peplau, L. A., & Ferguson, M. L. (1978). Developing a measure of loneliness. Journal of Personality Assessment, 42,290-294.

Shahini, N., Asayesh, H., Ghobadi, Me., & Sadeghi Alhabady, J. (2012). The association of social support, loneliness and life satisfaction among students of Golestan University of Medical Sciences in 2010. Pazhouhandeh  Journal, 17 (6), 302-306. (persian)

Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, 9, 247-269.