نقش هیجانات تحصیلی، حمایت از خودمختاری ادراک شده و احساس تعلق به مدرسه در پیش‌بینی سازگاری تحصیلی– اجتماعی دانش آموزان بی‌سرپرست

آژه‌ای، جواد؛ خضری آذر، هیمن؛ بابایی سنگلجی، محسن و امانی، جواد. (1390). الگوی ساختاری روابط بین حمایت از خودمختاری ادراک شده معلم، نیازهای روان شناختی اساسی، انگیزش درونی و تلاش. فصلنامه علمی-پژوهشی در سلامت روان­شناختی، 4(2)، 47-56.

اسکندری، حسین؛ دررودی، حمید و بهرامی، فرزانه. (1394). اقتدارمعلم، اضطراب، افسردگی و پیشرفت تحصیلی دانش آموزان. فصلنامه روان شناسی تربیتی، 35(9)، 105-127.

آذین، احمد و موسوی، سیدمحمود. (1390). بررسی نقش عوامل آموزشگاهی بر سازگاری اجتماعی دانش آموزان مقطع متوسطه شهرستان فریدونشهر. جامعه شناسی کاربردی، 22(1)، 183-200.

برزآبادی فراهانی، نرگس و عراقیه، علیرضا. (1394). بررسی اثر تشویق بر افزایش احساس تعلق به مدرسه در دانش آموزان مقطع متوسطه منطقه 14. فصلنامه مشاوره و روان درمانی، 16(4)، 39- 43.

بشرپور، سجاد؛ عیسی‌زادگان، علی؛ زاهد، عادل و احمدیان، لیلا. (1392). مقایسه خودپنداره تحصیلی و اشتیاق به مدرسه در دانش آموزان مبتلا به ناتوانی یادگیری و عادی. دو فصلنامه مطالعات آمووزش و یادگیری، 65(4)، 47-64.

حکیم زاده، رضوان؛ دردانی، کمال؛ ابولقاسمی، مهدی و نجاتی، فرهاد. (1393). بررسی رابطه احساس تعلق به مدرسه با انگیزه پیشرفت و عملکرد تحصیلی دانش آموزان متوسطه نظری شهر اصفهان. مجله علوم تربیتی، 6(1)، 25-36.

سینها، ای. کی. پی و سینک، آر. پی. (1380). راهنمای پرسشنامه سازگاری دانش آموزان دبیرستانی. ترجمه ابوالفضل کرمی، تهران: مؤسسه روان تجهیز.

شاملو، سعید. (1386). بهداشت روانی. چاپ نهم، انتشارات رشد.

شیرمحمدی، لیلا؛ میکائیلی منیع، فرزانه و زارع، حسین. (1389). رابطه سخت رویی، رضایت از زندگی و امید با عملکرد تحصیلی دانشجویان. فصلنامه علمی-پژوهشی روانشناسی دانشگاه تبریز، 20(5)، 15-31.

شیرودی، شهره؛ خلعتبری، جواد؛ تودار، رسول؛ مبلغی، نفیسه و صالحی، محمد. (1389). مقایسه اثربخشی روش های آموزش مهارت ابراز وجود و حل مساله بر سازگاری و پرخاشگری دانش آموزان دختر سال اول متوسطه. یافته های نو در روانشناسی، 12(1)، 5-24.

عمیدنیا، الهام؛ نیسی، عبدالکاظم و سودانی، منصور. (1389). ابراز وجود و میزان سازگاری فردی-اجتماعی در دانشجویان دختر. فصلنامه اندیشه و رفتار، 17(5)، 37-46.

فتحی، آیت اله؛ رضاپور، یوسف و یاقوتی آذر، شهرام. (1389). تعیین رابطه بین نیازهای بنیادین و حمایت اجتماعی با سازگاری اجتماعی در دانش آموزان دختر و پسر. فصلنامه مطالعات امنیت اجتماعی، 13(2)، 45-52.

فولادچنگ، محبوبه. (1385).نقش الگوهای خانوادگی در سازگاری نوجوانان. فصلنامه خانواده پژوهی، 1(1)، 209-221.

مجیدعلیلو، محمود؛ موحدی، یزدان و علیزاده گورادل، جابر. (1392). تعیین رابطه حالت های فراشناختی، سودمندی ادراک شده و تأکیدات هدفی والدین با پیشرفت تحصیلی در دانش آموزان مبتلا به ناتوانایی یادگیری. مجله ناتوانایی های یادگیری، 3 (1)، 109-91.

نریمانی، محمد؛ عالی‌ساری نصیرلو، کریم و موسی‌زاده، توکل. (1393). مقایسه اثربخشی آموزش متمرکز برهیجان و کنترل تکانه برفرسودگی تحصیلی و عواطف مثبت و منفی دانش آموزان مبتلا به ناتوانی یادگیری. مجله ناتوانی‌های یادگیری، 3(3)، 99-79.

نریمانی، محمد؛ عباسی، مسلم؛ ابوالقاسمی، عباس و احدی، بتول. (1392). مقایسه اثر بخشی آموزش پذیرش/ تعهد با آموزش تنظیم هیجان بر سازگاری دانشآموزان دارای اختلال ریاضی. مجله ناتوانی‌های یادگیری، 2(4)، 176-154.

نویدی، احد. (1387). تأثیر آموزش مدیریت خشم بر مهارتهای سازگاری پسران دورة متوسطة شهر تهران. مجلة روانپزشکی و روانشناسی بالینی ایران، 14(4)، 394-403.

هارلی، راجرز. (1986). فقر و کم هوشی و روابط آنها. ترجمه پورافکاری (1362). تهران: انتشارات ذوقی.

یارمحمدیان، احمد و شرفی راد، حیدر. (1390). تحلیل رابطه بین هوش هیجانی و سازگاری اجتماعی در نوجوانان. جامعه شناسی کاربردی، 22 (4)، 4-12.

Abdullah, MC. Elias, H. Mahyuddin, R. & Uli, J. (2009). Adjustment among first year students in a Malaysian University. European Journal of Social Sciences, 8(3), 496-505.

Adli, M. Haidari, H. Zarei, E. & Sadeghifard, M. (2013). Relationship between emotional and social adjustment with marital satisfaction. Journal of Life Science and Biomedicine, 3(2), 118-122.

Adli, M. Haidari, H. Zarei, E. & Sadeghifard, M. (2013). Relationship between emotional and social adjustment with marital satisfaction. Journal of Life Science and Biomedicine, 3(2), 118-122. (Persian)

Al-Yagon, M. & Mikulincer, M. (2004). Patterns of close relationship and academic adjustment among school-age children with learning disabilities. The division for learning disabilities of the council for exceptional children. Learning Disabilities Research & Practice, 19(1), 12-19.

Amidnia, E. Nisi, A.K. & Sudan, M. (2010). Existence and level of individual-social adjustment in female students. Journal of Thought and Behavior, 17 (5), 37-46. (Persian)

Artino, A. R. & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15: 170–175.

Baker, JA. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44: 211- 229.

Basharpour, S. Isa Zadegan, A. Zahed, A. & Ahmadian, L. (2013). Comparison of academic self-concept and school-longing in students with learning disabilities and normal. Two Quarterly Studies in Learning and Learning, 65 (4), 47-64. (Persian)

Boggiano, A.K. Flink, C. Shields, A. Seelbach, A. & Barret, M. (1993). Use of techniques promoting students self-determination: Effects on student analytic problem-solving skills. Motivation and Emotion, 17, 319-336.

Bond, L. Butler, H. Thomas, L. Carlin, J. Glover, S. Bowes, G. & Patton, G. (2007). Social and School Connectedness in early secondary school as predictors of late teenage substance use, Mental health, and academic outcomes. Journal of Adolescent Health, 40, 357.

Deci, E. L. Ryan, R. M. Gagne, M. Leone, D. R. Usunov, J. & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Society for Personality and Social Psychology, 27, 930-942.

Duvdevany, I. Ben-zur, H. & Ambar, A. (2002). Self-determination and mental retardation: is there an association with living arrangement and lifestyle satisfaction? Mental Retardation, 40(5), 379-389.

Eadaoin K. P. & Sandra K. M. (2012). Self-Determination as a psychological and positive youth development construct. Scientific World Journal, 12(2), 759-766.

Fathi, A. Rezapur, Y. & Yaghouti Azar, S. (2010). Determining the relationship between basic needs and social support with social adjustment in male and female students. Quarterly Journal of Social Security Studies. 13 (2), 45-51. (Persian)

Finn, J. D. & Rock, D. A. (1997). Academic success among students at risk for school failure. The Journal of Applied Psychology, 82, 221–234.

Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117-142.

Forgas, J.P. & Gunawardena, A. (2000). Affective influences on spontaneous interpersonal behaviors. Unpublished manuscript, university of New South Wales, Sydney. Australia.

FouladChang, M. (2006). The role of family patterns in adolescence adaptation. Quarterly Journal of Family Studies, 1 (1), 209-221. (Persian)

Goetz, T. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22, 225–234.

Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationship to motivation and achievement. Journal of Early Adolescence, 13, 79-93.

Grolnick, W.S. & Ryan, R.M. (1987). Autonomy in children’s learning: An experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890-898.

Guay, F. & Vallerand, R.J. (1996). Social context, students motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.

Hakim Zadeh, R. Banihani, K. Abolqasemi, M. & Nejati, F. (2014). Investigating the relationship between the feeling of belonging to the school with the motivation of progress and academic performance of the high school students of Isfahan. Journal of Educational Sciences, 6 (1), 25-36. (Persian)

Heydarei, A. & Daneshi, R. (2015). An investigation on the relationship of family emotional climate, personal-social adjustment and achievement motivation with academic achievement and motivation among third grade high school male students of Ahvaz. Journal of Applied Linguistics and Language Learning, 1(1), 6-13.

Ilardi, B.C. Leone, D. Kasser, R. & Ryan, R. M. (1993). Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Social Psychology, 23, 1789-1805.

Jimerson, S. R. Campos, E. & Greif, J.L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. Journal of School Health, 72(4),
66-78.

Kaplan, H. & Assor, A. (2012). Enhancing autonomy-supportive I Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education, 15, 251-269.

Karcher, D. Holcomb, J. & zambrano, H. (2008). School attachment. Newyork; Mcgraw-Hil.

Kemmelmeier, M. Danielson, C. & Bastten, J. (2005). What’s in a grade? Academic success and political orientation. Personality and Social Psychology Bulletin, 31, 1386-1399.

Koestner, R. Ryan, R.M. Bernieri, F. & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233-248.

Mercer, S. H. & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661–685.

Morrison, G. (2008). Change in Latino student perception of school belonging measure of adolescent connectedness. Asia Pacific Education, 3(1), 95-114.

Movahedi Fred, K. (2015). Investigating the relationship between self-determination and academic achievement of female students. International Conference on Psychology and Life Culture, Tehran, Iran. (Persian)

Narimani, M. Abbasi, M. Abolghasemi, A. & Ahadi, B. (2013). A study comparing the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia. Journal of Learning Disabilities, 2(4), 154-176. (Persian)

Narimani, M. Alisari Nasirlou, K. & Mosazadeh, T. (2014). The effect of excitement-focused therapy and impulse control on educational burnout and positive and negative training emotions in students with and without learning disabilities. Journal of Learning Disabilities, 3(3), 79-99. (Persian)

Naveedy A. (2009). The efficacy of anger management training on adjustment skills of high school male students in Tehran. IJPCP; 14 (4), 394-403. (Persian)

Neely, C. & Faici, Ch. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 69-80.

Nowicki, A. (2008). Self-Efficacy, Sense of Belonging and Social Support as Predictors of Resilience in Adolescents. Edith Cowan University.

Oelsner, J. Lippold, A. & Greenberg, T. (2010). Factors influencing the development of school bonding among middle school students. The Journal of Early Adolescence, 20(8), 1–25.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.

Pekrun, R. Goetz, T. & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ), User's manual. Munich, Germany: Department of psychology, University of Munich.

Pekrun, R. Goetz, T. Daniels, L. M. Stupnisky, R. H. & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549.

Pekrun, R. Goetz, T. Titz, W. & Perry, R. P. (2002a). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.

Peterson, J. Winter, C. Jabson, J. & Dishion, T. J. (2009). Relationship Affect Coding System. Unpublished instrument. Available from Child and Family Center, 6217 University of Oregon. Eugene, OR 97403.

Reeve, J. Jang, H. Carrell, S. J. & Barch, J. (2004). Enhancing students engagement by increasing teachers autonomy support. Motivation and Emotion, 28, 147-169.

Reschly, A. L. Huebner, E.S. Appleton, J. J. & Antaramian, S. (2011). Engagement as flourishing: The contribution of positive emotions and coping to adolescent's engagement at school and with learning. Psychology in the Schools, 45, 419- 431.

Rumberger, R. W. & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107, 1-35.

Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination. Cognition and Personality 9, 185-211.

Shamloo, S. (2006). Mental Health. Ninth edition, Growth Publishing. (Persian)

Shir Mohammadi, L. Mikaeli Manie, F. & Zareh, H. (2011). Rough relationship, life satisfaction and hope with academic performance of students. Quarterly Journal of Psychology, Tabriz University, 20 (5), 15-31. (Persian)

Sideridis, G. D. (2007). International approaches to learning disabilities: More alike or more different. Learning Disabilities Research & Practice, 22, 210–215.

Sinha, E.K.P. & Sing, R.P. (1993). High School Student Adaptation Inventory Guide. Abolfazl Karami, Tehran: Psychoanalysis Institute. (Persian)

Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45 (1), 89-125.

Wehlage, G. G. Rutter, R. A. Smith, G. A. Lesko, N. & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. London: The Palmer Press.

Williams, T. & Batten, M. (1981). The quality of school life. ACER Research Monograph No.12. Hawthorn, Victoria: ACER.

Yarmohammadian, A. & Sharafi rad, H. (2012). Analysis of relationship between emotional intelligence and social adjustment in teenager male students. Journal of Applied Sociology. 22(4), 35-50. (Persian)

Zyngier, D. (2008). Conceptualizing student engagement: Doing education not doing time. Teaching and Teacher Education, 24, 1765–1776.