نقش میانجی خودکارآمدی در رابطۀ بین فابینگ و رضایت از زندگی دانشجویان

اصفهانی، م. ح.، خانجانی، م.، و بذرام، ع. (۱۴۰۰). ساختار عاملی‎ و ویژگی‌های روان‌سنجی مقیاس عمومی فابینگ. فصلنامۀ اندازه‌گیری تربیتی، ۱۲(۴۶)، 26-7. https://doi.org/10.22054/jem.2022.64299.3313

براتی، س. (۱۳۷۵). بررسی رابطۀ ساده و چندگانۀ متغیرهای خود اثربخشی عزت‌نفس و خودپائی با عملکرد تحصیلی در دانش‌آموزان سال سوم نظام جدید متوسطۀ شهرستان اهواز. پایان‌نامۀ کارشناسی ارشد روان‌شناسی تربیتی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز. https://ganj.irandoc.ac.ir/#/articles/0f983813acf41de323826cff6796bc06

بیانی، ع. ا.، کوچکی، م. ع.، و گودرزی، ح. (۱۳۸۶). اعتبار و روایی مقیاس رضایت از زندگی (SWLS). فصلنامۀ روان‌شناسان ایرانی، ۳(۱۱)، ۲59-۲65. https://sanad.iau.ir/Journal/jip/Article/1054841

سلطانی‌زاده، م.، و خسروی، ز. (۱۳۹۲). پیش‌بینی رضایت از زندگی بر اساس هوش هیجانی و نشانه‌های روانی در دانش‌آموزان دختر مقطع متوسطه. فصل‌نامۀ پژوهش‌های کاربردی روانشناختی، ۴(۴)، ۱79-۱63. https://japr.ut.ac.ir/article_63666.html

مرزبانی، ف.، جدیدی، ه.، و اکبری، م. (۱۴۰۳). تدوین مدل ساختاری سلامت جنسی بر اساس باورهای غیرمنطقی، خودپندارۀ جنسی و حمایت اجتماعی ادراک شده با نقش میانجی خودکارآمدی در کارکنان کادر درمان. روان پرستاری، ۱۲(۱)، 94-78. http://ijpn.ir/article-1-2235-fa.html

مصطفی‌زاده، ع.، تقوایی، د.، و پیرانی، ذ. (۱۴۰۰). تدوین مدل اشتیاق تحصیلی براساس راهبرد خودکارآمدی با میانجی‌گری هوش هیجانی در دانش‌آموزان دورۀ دوم متوسطه شهرستان مریوان. فصل‌نامۀ پژوهش‌های کاربردی روانشناختی، ۱۲(۱)، ۱43-۱27. https://doi.org/10.22059/japr.2021.304255.643544

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