تأثیر آموزش سرمایۀ روان‌شناختی بر التزام و هیجان‌های مثبت تحصیلی دانش‌آموزان

آخوندی، ن. و آقاعلیخانی، ع. (۱3۹4). روان‌شناسی مثبت کاربست سرمایۀ روان‌شناختی در ارتقای کیفیت زندگی و رفتار سازمانی برتر. تهران: نیوند.

استقامت‌دار، ز. (1393). رابطۀ ساده و چندگانه هیجانات پیشرفت با عملکرد تحصیلی در دانشجویان. پایان‌نامۀ کارشناسی ارشد روان‌شناسی تربیتی. دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز.

ایرجی‌راد، ا.، و ملک‌زاده نصرآبادی، ا. (1396). بررسی تأثیر سرمایۀ روان‌شناختی با میانجی‌گری انگیزۀ پیشرفت بر خلاقیت دانشجویان. فصلنامۀ علمی- پژوهشی ابتکار و خلاقیت در علوم انسانی. 6(4)، 70-51. https://sanad.iau.ir/Journal/ichs/Article/929189

برجعلی، ا. (1397). الگوی تأثیر انگیزۀ تحصیلی با میانجی‌گری سرمایۀ روان‌شناختی بر موفقیت تحصیلی. فصلنامۀ فرهنگ مشاوره و روان‌درمانی. 9(3)، 19-1. https://doi.org/10.22054/qccpc.2018.26042.1639

حسینی، ت. (1395). رابطۀ مؤلفه‌های هیجان‌های تحصیلی با مؤلفه‌های التزام تحصیلی در دانش‌آموزان دختر پایۀ ششم ابتدایی. پایان‌نامۀ کارشناسی ارشد روان‌شناسی تربیتی. دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز.

درتاج، ف.، و سهرابی، ز. (1398). اثربخشی آموزش خودتشویقی براساس نظریۀ آدلر بر سرمایۀ روان‌شناختی و درگیری تحصیلی دانشجویان. فصلنامۀ مطالعات روان‌شناسی بالینی. 10(37)، 108-91. https://doi.org/10.22054/jcps.2020.50418.2296

دشتی‌داریان، ا.، هاشمیان، ک.، و ابوالمعالی حسینی، خ. (1398). اثربخشی تلفیق آموزش سرمایۀ روان‌شناختی و خودتعیین‌گری بر کاهش فرسودگی تحصیلی دختران دانش‌آموز. مجلۀ مطالعات ناتوانی. 9(1)، 49-31. http://dorl.net/dor/20.1001.1.23222840.1398.9.0.31.3

رحیمی، ا. (1389). رابطۀ علی سرمایۀ روان‌شناختی با هیجانات مثبت، بهزیستی روان‌شناختی، عملکرد شغلی و التزام شغلی در بین پرستاران بیمارستان‌های شهر شیراز. پایان‌نامۀ کارشناسی ارشد روان‌شناسی صنعتی و سازمانی. دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز.

سبزیکار بیگدلی، ف. (1400). اثربخشی مداخلۀ سرمایۀ روان‌شناختی بر خودکارآمدی تحصیلی و راهبردهای فراشناختی خواندن دانش‌آموزان تیزهوش دختر متوسطۀ دوم شهر آران و بیگدل. پایان‌نامۀ کارشناسی ارشد روان‌شناسی تربیتی. دانشگاه پیام نور، واحد نطنز.

سجادی، ن. (1400). بررسی نقش واسط انگیزۀ پیشرفت در رابطۀ سرمایه‌های روان‌شناختی با عملکرد تحصیلی در دانش‌آموزان مقطع متوسطۀ شهر مشهد. پایان‌نامۀ کارشناسی ارشد روان‌شناسی تربیتی. مؤسسۀ آموزش عالی کاویان.

صدوقی، س. (1399). بررسی رابطۀ بین سرمایۀ روان‌شناختی و اشتیاق تحصیلی دانشجویان. پایان‌نامۀ کارشناسی ارشد علوم تربیتی. دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد تهران شمال.

عظیمی د.، قدیمی، س.، خزان، ک.، و درگاهی، ش. (1396). نقش سرمایه‌های روان‌شناختی و اشتیاق تحصیلی در سرزندگی تحصیلی و تعلل‌ورزی تصمیم‌گیری دانشجویان پرستاری. مجلۀ مرکز مطالعات و توسعۀ آموزش علوم پزشکی یزد. ۱۲(۳)، 151-۱47. http://jmed.ssu.ac.ir/article-1-807-fa.html

علمی‌منش، ن. (1397). اثربخشی مدل مداخلۀ سرمایۀ روان‌شناختی (PCI) بر اهمال‌کاری تحصیلی و اهمال‌کاری سازمانی. شناخت اجتماعی. 7(2)، 159-172، https://doi.org/10.30473/sc.2018.5302

فرج‌زاده، پ.، نیکخواه، م.، ربیعی، ا.، و مردانی، م. (1399). مقایسۀ اثربخشی آموزش سرمایه‌های روان‌شناختی با خودتنظیمی هیجانی بر اشتیاق پایین دانشجومعلمان دختر دانشگاه فرهنگیان شهرکرد. فصلنامۀ توسعۀ حرفه‌ای معلم. 5(4)، 85-68. https://dorl.net/dor/20.1001.1.24765600.1399.5.4.4.6

کدیور، پ.، کاوسیان، ج.، فرزاد، و، و نیکدل، ف. (1388). رواسازی پرسشنامۀ هیجان‌های تحصیلی پکران. فصلنامۀ نوآوری‌های آموزشی. 32(8)، 65-46. https://noavaryedu.oerp.ir/article78909.html

منوچهری، ا. (1398). آزمون و مقایسۀ مدلی از پیشایندها و پیامدهای سرمایۀ روان‌شناختی در دانشجویان دختر و پسر دانشگاه شهید چمران اهواز. پایان‌نامۀ دکتری روان‌شناسی تربیتی. دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز.

میرزایی قره‌لو، ز.، و حاتمی، ح. (1398). پیش‌بینی تاب‌آوری تحصیلی براساس احساس تعلق به مدرسه و درگیری تحصیلی در دانش‌آموزان دختر. مجلۀ رویش روان‌شناسی. 8(9)، 114-95. https http://dorl.net/dor/20.1001.1.2383353.1398.8.9.7.9

 هاشمیان، ن. (1392). رابطۀ علی بین اهداف پیشرفت و عملکرد تحصیلی با میانجی‌گری اهمال‌کاری تحصیلی و هیجان‌های منفی تحصیلی در دانشجویان کارشناسی. پایان‌نامۀ کارشناسی ارشد روان‌شناسی تربیتی. دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز.

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