اثربخشی آموزش خودشفقتی بر تاب‌آوری تحصیلی و نشاط ذهنی دانش‌آموزان دورۀ متوسطه

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Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108-118.

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Gatzka, T. (2021). Aspects of openness as predictors of academic achievement. Personality and Individual Differences, 170, 110-117.

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Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387–391.

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Pullmer, R., Chung, J., Samson, L., Balanji, S., & Zaitsoff, S. (2019). A systematic review of the relation between self-compassion and depressive symptoms in adolescents. Journal of Adolescence, 74, 210-220.

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Sanderson, B., & Brewer, M. (2017). What do we know about student resilience in health professional education? A scoping review of the literature. Nurse Education Today, 58, 65-71.

Sembiring, M., Murwani, D., Pali, M., & Hitipeuw, I. (2021). Measurement model data of academic resilience for students in senior high school of middle seminary. Data in Brief, 34, 106-111.

Smeets, E., Neff, K., Alberts, H., & Peters, M. (2014). Meeting suffering with kindness: Effects of a brief self-compassion intervention for female college students. Journal of Clinical Psychology, 70(9), 794-807.

Soysa, C. K., & Wilcomb, C. J. (2015). Mindfulness, self-compassion, self-efficacy, and genders predictors of depression, anxiety, stress, and well-being. Mindfulness, 6(2), 217-226.

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Tanenbaum, M. L., Adams, R. N., Gonzalez, J. S., Hanes, S. J., & Hood, K. K. (2017). Adapting and validating a measure of diabetes-specific self-compassion. Journal of Diabetes and its Complications, 33(10), 1540-1541.

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Wang, X., Chen, Z., Poon, K., Teng, F., & Jin, S. (2017). Self-compassion decreases acceptance of own immoral behaviors. Personality and Individual Differences, 106, 329-333.  

Watson, A., Dumuid, D., Maher, C., & Olds, T. (2021). Associations between meeting 24-hour movement guidelines and academic achievement in Australian primary school-aged children. Journal of Sport and Health Science, S2095-2546(20)30168-X.

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