طراحی، رواسازی و تعیین پایایی پرسشنامۀ شناخت اجتماعی کودکان و نوجوانان

دمهری، ف.، خطیبی، ط.، و عزیزی، م. (1399). مقایسۀ کارکردهای اجرایی و راهبردهای یادگیری در دانش‌آموزان اوتیستیک با عملکرد تحصیلی بالا و پایین. روان‌شناسی شناختی، ۸(۳)، ۸۶-۹۶. http://jcp.khu.ac.ir/article-1-3182-fa.html

رحیمی، ف.، قاسمی، ف.، و رهگذر، ح. (1401). مقایسۀ تأثیر یادگیری مشارکتی و شیوۀ سنتی یادگیری (سخنرانی) بر مهارت‌های ارتباطی دانشجویان مقطع پایۀ رشته پزشکی دانشگاه علوم پزشکی شیراز درسال 1398.  مجله توسعه آموزش جندی شاپور اهواز، 13(1)، 118-109. https://doi.org/10.22118/edc.2021.302390.1876

رشتچی، م. (1389). بررسی نظریۀ ویگوتسکی از دیدگاه روان‌شناسی و ارتباط آن با مبانی نظری آموزش فلسفه به کودکان. تفکر وکودک، 1(1)، 20-3. https://fabak.ihcs.ac.ir/article_263.html

کریمی، ح.، همتی ثابت، ا.، حقیقی، م.، احمدپناه، م.، و محمدبیگی، ح. (1392). مقایسۀ اثربخشی آموزش گروهی مدیریت خشم و مهارت‌های ارتباطی بر میزان پرخاشگری معتادان به حشیش زندان شهر همدان. مجلۀ تحقیقات علوم رفتاری، 11(2)، 138-129. http://rbs.mui.ac.ir/article-1-306-fa.html

محسنی، م.، بهرامی، ش.، و صفانیا، ع. م. (1400). بررسی اثر مهارت‌های ارتباطی بر نحوۀ گذراندن اوقات فراغت فعال با نقش میانجی تعاملات اجتماعی؛ مطالعۀ موردی دانش‌آموزان دختر شهرستان ساوه. مدیریت ارتباطات در رسانه های ورزشی، 8(3)، 82-73. https://doi.org/10.30473/jsm.2020.47823.1343

مرادی، پ. (1401). اثربخشی آموزش شایستگی اجتماعی بر مهارت‌های ارتباطی و تنظیم هیجان دربین دانش‌آموزان پرخاشگر دورۀ دوم ابتدایی. مجلۀ پیشرفت های نوین در روان‌شناسی، علوم تربیتی و آموزش و پرورش، 5(49)، 70-57. https://www.jonapte.ir/showpaper/9325621

نجاتی، و.، کمری، س.، و جعفری، ص. (1397). ساخت و بررسی ویژگی‌های روان‌سنجی پرسشنامۀ شناخت اجتماعی دانشجویان (شاد). شناخت اجتماعی، 7(2)، 144-123. https://doi.org/10.30473/sc.2018.29262.1931

نجف پور، ت.، چوبفروش زاده، آ.، محمدپناه اردکان، ع.، و خسروی لاریجانی، م. (1401). تأثیر مداخلۀ مبتنی بر نظریۀ ذهن برکاهش پرخاشگری و تقویت همدلی در کودکان. روان‌شناسی شناختی، ۱۰(۲)، ۴۰-۵۵. https://jcp.khu.ac.ir/article-1-3488-fa.html

نجفی فرد، ط.، بندک، م.، امرایی، ک.، بهرامی، ا.، یوسفی، ص.، و حبیبیان، ع. (1400). اثربخشی مهارت‌های ارتباطی بر سازگاری اجتماعی نوجوانان سندروم داون. پیشرفت های نوین در علوم رفتاری، ۶ (۵۴)، ۶02-۶15. http://ijndibs.com/article-1-639-fa.html

هاشمی، س.، نادری، ح.، و دهقان، ح. (1400). مقایسۀ نظریۀ ذهن، تنظیم شناختی هیجان مثبت و منفی و پرخاشگری دانش‌آموزان با و بدون مشکلات رفتاری. مشاوره مدرسه، 1(2)، 16-1. https://doi.org/10.22098/jsc.2021.1601

یعقوب نژاد،‌ س.، و مدیرخازنی، س. ‎م. (1392). شناخت اجتماعی در کودکان و نوجوانان نشانگان داون. تعلیم و تربیت استثنایی، ۷(۱۲۰)، 37-49. http://exceptionaleducation.ir/article-1-133-fa.html

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