Subject Areas :

فاطمه بیان فر ¹ , سیمین وفایی نژاد ²

1 - استادیار گروه روان شناسی، دانشگاه پیام نور، تهران، ایران
2 - دانشجوی کارشناسی ارشد روان شناسی تربیتی، دانشگاه پیام نور، تهران، ایران.

Received: 2020-11-15 Accepted : 2021-05-22 Published : 2021-08-23

Keywords:

References:

احمدی، حمیرا. جدیدی، هوشنگ. خلعتبری، جواد.(1398). تدوین مدل درگیری تحصیلی بر اساس خوشبینی تحصیلی و انگیزش پیشرفت با میانجیگری بهزیستی مدرسه و سر زندگی تحصیلی، فصلنامه پژوهش های نوین روانشناختی، 56 (2):21-1.

آرامفر، رسول. زینال، علی. (1394). رابطه تنیدگی تحصیلی و کمک طلبی آموزشی با پیشرفت تحصیلی دانش آموزان، نشریه علمی-پژوهشی آموزش و ارزشیابی، 8(31): 48-37.

آذریان، رضا. مهدیان، حسین. جاحرمی، محمود. (1398). تاثیر آموزش سرزندگی تحصیلی بر خودکا رآمدی تحصیلی و انگیزه پیشرفت دانش آموزان، فصلنامه رهبری و مدیریت آموزشی،13(4): 1-19.

بیان فر، فاطمه. ملکی، حسن.(1393). برنامه درسی پنهان و بازده های عاطفی یادگیری، نشرآییژ.

رادفر، میثم. غضبان زاده، مرضیه. هنرمند دربادام، منا. موسوی، محبوبه. (1398). اثربخشی آموزش راهبردهای شناختی و فراشناختی بر خودکارآمدی و خوش بینی تحصیلی، فصلنامه رهبری و مدیریت آموزشی، 13(1) :91-104

کاکابرایی، کیوان. شکری، امید. پورشهریاری، حسین. تقیلو، صادق. باقری، مریم. (1392). روابط ساختاری بین فشارهای عینی، تنیدگی تحصیلی، سبک های مقابله، پاسخ به تنش گرها و رضایت تحصیلی، فصلنامه روان شناسی کاربردی. 7(2)128-111.

گلمحمدنژادبهرامی، غلامرضا. (1397). مقایسه اثر بخشی یادگیری مشارکتی و سنتی بر مهارتهای ارتباطی و خودکارآمدی دانش آموزان دختر دوره دوم متوسطه، نشریه علمی-پژوهشی آموزش و ارزشیابی11(41):58-39.

Alnahdi, A. & Aftab, M. (2020) Academic Stress, Study Habits and Academic Achievement among University Students in Jeddah, International Journal of Psychosocial Rehabilitation, 24 (1):97-104.

Bae, E. S., Kang, H.S. & Lee, H. N. (2020). Mediating effects of academic self-efficacy in the relationship between academic stress and sleep quality among academic high school students, Journal of Korean Academic Society of Nursing Education, 26(3):281-289.

Colmar, S., Arief, G., Liem, G.A., Connor, J. &Martin, A.J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students, International Journal of Experimental Educational Psychology, 39(8):1068-1089.

Engels, N., Aelterman, A., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools, Educational Studies, 30(2):127-143.

Fears, K. (2018). The Impact of Motivation on the Relationship of Academic Stress and Psychological Well-being among College Students, Master’s Degree in Clinical Counseling Psychology, Brenau University.

Grotan, K., Sund, E. R., & Bjerkeset, O. (2019). Mental Health, Academic Self-Efficacy and Study Progress Among College Students, Frontiers in Psychology, 10(1):1-11.

Hoferichter, F. Hirvonen, R., & Kiuru, N. (2020). The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers, Learning and Instruction, 71(1): 371-376.

Konu, A. & Rimpela, M. (2020). Well-being in schools: a conceptual model, Health promotion international,17(1):20-32.

Kolluru, M. Suresh, V., & Annapantula, R. D. (2020). Cognitive Style, Learning Preference and Performance: Theory and Empirics, International Journal of Psychosocial Rehabilitation, 24(4):3678-3688.

Krishnajaly, P.S. & Ambily. A.S. (2020). A Comparative Study on Academic Stress among Higher Secondary Students in CBSE and State Board of Education with Special Reference to Thrissur District, International Journal of Psychosocial Rehabilitation, 24 (4):5782 – 5787

Lin, S-C., & Hsu, C-T. (2020). Relationships between Secondary School Students’ Perceptions of School Adjustment and Well-being, Journal of Education and Practice, 11(30):5-15.

Lombardi1, E. Traficante1, D., Bettoni, R. Offredi, I. Giorgetti, M., & Vernice, M. (2019). The Impact of School Climate on Well-Being Experience and School Engagement: A Study with High-School Students, Frontiers in Psychology,10(2): 107-120.

Martin, A.J., & Marsh, H.W. (2008) Academic buoyancy: Towards an understanding of students' everyday academic resilience, Journal of School Psychology, 46 (1): 53 -83

Martin, A.J., & Marsh, H.W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time, Journal of Behavioral Development, 44(4):301–312.

Middleton,T Shafi, A.A Millican, R.,& Templeton, S.(2020). Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback, Teaching in Higher Education,10(2):1-18.

Pekrun, R., Goetz, T., & Titz, W. (2002). Academic emotions in student’ self-regulated learning and achievement: A program of qualitative and quantitative research, Educational Psychologist,37(2):91-105.

Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 25(3): 349-358.

Said, I.H., &Jamal, Y. (2020). Self-Efficacy, Self-Esteem and Academic Achievement, International Journal of Psychosocial Rehabilitation, 24(1):206-213. 

Solberg, P. A., Hopkins, W. G., Ommundsen, Y., & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective, Psychology of Sport and Exercise, 13(4): 407-417.

Trautner, Schwinger. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences, 80(2):101-108.

Trouillet, R., Gana, K., Lourel, M. & Fort, I. (2009). Predictive value of age for coping: the role of self-efficacy, social support satisfaction and perceived stress, Journal of Aging & Mental Health, 13(2): 357-366.

Weber, M, LWagner, L., & Willibald, R. (2016). Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning, Journal of Happiness Studies, 17(2): 341–355.