مقایسه اثربخشی مداخله ذهنیت رشدیابنده با برنامه یادگیری مستقل بر تاب آوری تحصیلی دانش آموزان تیزهوش کم پیشرفت

Abu-Hamour, B., & Al-Hmouz, H. (2013). A Study of Gifted High, Moderate, and Low Achievers in Their Personal Characteristics and Attitudes toward School and Teachers. International journal of special education, 28(3), 5-15.

 Afzali, A. Ebrahimi, Z. Medipour maralani, F. Kavandi & S. vakili, S (2014).  Predicting satisfaction of school based on academic self-efficacy and achievement goals among students. Applied Psychological Research Quarterly, 5(3), 191-202 )in Persian).

Blackwell LS, Trzesniewski KH, Dweck CS (2007) Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Dev ,78(1):246–263.

Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2012). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin. Advance online publication. doi:10.1037/ a0029531

Chere, N. E., & Hlalele, D. (2014). Academic underachievement of learners at school: A literature review. Mediterranean Journal of Social Sciences, 5(23), 827.

Cordero, A. (2015). Academic resilience of Latino boys attending single-sex high schools in New York City: An examination of four school climate factors (Doctoral dissertation, New York University).

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi:10.1037/0003- 066X.41.10.1040

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personalit .95, 256–273. doi:10.1037/0033-295X.95.2.256

Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122–140). New York, NY: Guilford Press.

Ebrahimi Ghiri, R(2014). The Comparison Of Academic Motivation And Academic Hope In Gifted Students With Ordinary High School Students. MA Dissertation, Azad university of Marvdasht, Iran. (in Persian)

^{_{Esparza, J., Shumow, L., & Schmidt, J. A. (2014). Growth Mindset of Gifted Seventh Grade Students in Science. NCSSSMST Journal, 19(1).}}

Foshee, C. M. (2013). Conditions that Promote the Academic Performance of College Students in a Remedial Mathematics Course: Academic Competence, Academic Resilience, and the Learning Environment (Doctoral dissertation, Arizona State University).

Foster, T. A. (2013). An exploration of academic resilience among rural students living in poverty, unpublished doctoral dissertation, School of Education, Piedmont College.

Ghadampour, E; Adavi, H; Roshannia, S (2018). The Effect of Positive Psychology on Love of Learning and Academic Resilience on Students. Applied Psychological Research Quarterly, 8(4), 51-66 (in Persian).

Ghadiri, P; Asadzadeh, H; Dortaj, F (2010). Relationship between perception of environment and class and goal orientation with math progression in high school female students. Quarterly Journal of Educational Psychology, 6 (19), 115-137 (in Persian).

Ghahreman Lu, H; Atashpour, H; Arefi, M (2017). Developing of Structural Model of Academic Variables of Talent Students. Quarterly Journal of Jundishapur Education, Special Issue 12, 149-142 )in Persian).

Graves, D. (2014). Black high school students’ critical racial awareness, school-based racial socialization, and academic resilience. Berkeley Review of Education, 5(1).

Harvey, Virginia Smith & Chickie Wolfe, Louis A (2014). Develop independent learning; Practical strategies in academic counseling to increase student’s success. Translation by Ahmad Abedi and Shirin Azimi Far, Isfahan: Neveshteh )in Persian).

Herman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. E., Jackson, B., & Yuen, T. (2011). What is resilience? In Review. The Canadian Journal ofPsychiatry, 56(5), 258-265.

Hirokawa, K., Yagi, A., & Miyata, Y (2002). An examination of the effects of stress management training for Japanese college students of social work. International Journal of Stress Management, 9 (2), 113-123.

Hoffman, J. L., Wasson, F. R., & Christianson, B. P. (1985). Personal development for the gifted underachiever. G/C/T, 8(3), 12-14.

Hosseini, Hossein (2012). The Effect of Participatory Learning on Academic Motivation and Academic Achievement in the Third grade Psychology lesson of High School, MA dissertation, University of Qarazmi, Iran )in Persian).

Javadi, F. Razini, H & Razini, S (2015). The relationship between academic procrastination with self-regulated Learning strategies and academic achievement. Applied Psychological Research Quarterly. 6(1), 193-207 (in Persian).

Keogh, E., Bond, F. W., & Flaxman, P. E. (2006). Improving academic performance and mental health through a stress management intervention: Outcomes and mediators of change. Behavior Research and Therapy, 44, 339-357.

Kilmister H.(2015). What an Interruption in Study Can Reveal about Learner Motivation and Resilience. JPD, 5(3) :65-71.

Mansouri, A; Shokri, A; Pourshahreiari, H; Rahiminejad, P (2016). Effectiveness of the Pennsylvania resiliency Program on attributive styles and psychological compatibility of students. journal of Applied Psychological research Quarterly, 8 (30), 19-35 )in Persian).

Martin, A. J., & Marsh, H. W. (2003). Academic resilience and the four Cs: Confidence, control, composure, and commitment.Self-concept Enhancement and Learning Facilitation Research Centre: University of Western Sydney, Australia.

Masten, A. S. (2001). Ordinary majic: Resilience processes in development. American Psychology, 56, 227-238.

Mirhashemi M, Najafi F (2014). Efficacy of solution-centered therapy on resiliency and sense of coherence among patients with multiple sclerosis. Medical Sciences. 24 (3), 175-181 )in Persian).

Notaa, L., Soresia, S., Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. InternationalJournal of Educational Research, 41, 198–215.

Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of thePennsylvania resilience training program on medical students. Personality and Individual Differences, 61(62), 47–51.

Pintrich, P  &Shank, D (2011). Motivation in education. translated by Mehrnaz Shahrarai, Tehran: Elm Pub )in Persian).

Rezaei Maryam (2013). Study of the Propagation and Outcomes of Academic Resilience among High School Students of Bushehr City Using Structural Equation Modeling, MA dissertation, Persian Gulf University, Iran )in Persian).

Rimm, S. B. (1997). Underachievement syndrome: A national epidemic. Handbook of Gifted Education, 2, 416-434.

Rojas LF) 2015(. Factor affecting academic resilience in middle school student: A case study. Gist Educ Learn Res J.11,63-78.

Sahi, I; Saif, M; Akbar, A; Dortaj, F (2018). The effect of emotional regulation training on academic resilience and exam anxiety among high school girl students. Journal of Research in Educational Systems. 8 (22), 69-77 )in Persian).

Salehi, R; Abedi, M; Baghban, I, Nilfrooshan, P; Abedi, A (2014). Developing a Theoretical Model of Academic Consultation Based on the Factors Affecting Academic Achievement. Practical Consultation, 4 (1), 19-48 )in Persian).

Sattari ,B ؛ Pour Shahriar ,H ؛ shokriO (2015) The Effectiveness of Intervention Package of Regulate Achievement Emotions on Reduce Students Negative Emotions. Psychology of School Journal. 4 (4), 76-93 )in Persian).

shokri ,O؛ Gashtasbi, Z؛ sharifi M؛ fathabadiJ؛ rahiminejad, P(2016). Effectiveness of the Attributional Retraining Program on Cognitive Emotion Regulation Strategies and Academic Resilience among University Students. Positive Psychology Journal. 2(2), 51-66 )in Persian).

Soltaninejad, M ؛ asiabi, M ؛ Ahmdi, B ؛ Tavanaiee yosefian, S (2014) A Study of the Psychometric Properties of the Academic Resilience Inventory (ARI). Journal of educational assessment, 4(15), 17-35 )in Persian).

Spalding; Cheryl, A (1998). Motivation In Classroom.Translated by Mohammadreza Naeeneian , Smaeel Beiabangard, Tehran: Madrese pub.

Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4), 445-453.

Subotnik, R. F., & Rickoff, R. (2010). Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research. Learning and Individual Differences, 20, 358–364.

Taheri Kharameh, Z ; Sharififard, F ; Asayesh, H; Sepahvandi, M (2017). Academic Resilience and Burnout Relationship of the Student of Qom University of Medical Sciences. Educ Strategy Med Sci, 10 (5) :375-383 )in Persian).

Yaghoobi, A., & Bakhtyari, M. (2016). The effect of resilience training on burnout in high school female student. Q J Res Sch Virt Learn, 4(13), 7-16 )in Persian).

Ying, L., Wang, Y., Lin, C., & Chen, C. (2016). Trait resilience moderated the relationships between PTG and adolescent academic burnout in a postdisaster context. Personality andIndividual Differences, 90, 108–112.