اثربخشی درمان ذهن‌آگاهی نوجوان‌محور بر استقامت و خوش‌بینی تحصیلی دانش‌آموزان مضطرب دورۀ اول متوسطه

Alfonso, S. V., & Lonigan, C. J. (2021). Trait anxiety and adolescent's academic achievement: The role of executive function. Learning and Individual Differences, 85, 101941. https://doi.org/10.1016/j.lindif.2020.101941

Asli Azad, M., Manshaei, G., & Ghamarani, A. (2019). The effect of mindfulness therapy on tolerance of uncertainty and thought-action fusion in patients with obsessive-compulsive disorder. Journal of Children Mental Health, 6(1), 83-94. http://dx.doi.org/10.29252/jcmh.6.1.8 (In Persian)

Baharvand, I., & Sodani M. (2020). The effectiveness of mindfulness-based stress reduction training on empathy and sympathy in single mother- headed adolescents. Journal of Psychological Science, 19(86), 183-191. http://psychologicalscience.ir/article-1-575-en.html (In Persian)

Beck, A. T., Epstein, N., Brown, G., & Steer, R.A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56(6), 893-897. https://doi.org/10.1037/0022-006X.56.6.893

Burdick, D. (2016). Mindfulness skills for children and teenagers (G. Manshai, M. Asli Azad, L. Hosseini, & P. Tayibi, Trans.). Islamic Azad University Publications, Isfahan Branch. (Original work published 2014). (In Persian)

Coronado-Hijon, A. (2017). Academic resilience: A transcultural perspective, Social and Behavioral Sciences, 237, 594–598. https://doi.org/10.1016/j.sbspro.2017.02.013

Farhadi, T., Asli Azad, M., & Shokrkhodaei, N. (2018). Effectiveness of mindfulness therapy on executive function and cognitive fusion in the adolescents with obsessive-compulsive disorder. Empowering Exceptional Children, 9(4), 82-91. https://doi.org/10.22034/ceciranj.2018.91194 (In Persian)

Galla, B. M., Esposito, M. V., & Fiore, H. M. (2020). Mindfulness predicts academic diligence in the face of boredom. Learning and Individual Differences, 81, 101864. https://doi.org/10.1016/j.lindif.2020.101864

Ghadampour, E., Amirian, L., Khalili Geshnigani, Z., & Naghi Beyranvand, F. (2017). Evaluate the psychometric properties of Tschannen‐Moran et al Academic Optimism students. Educational Measurement, 7(27), 45-64. https://doi.org/10.22054/jem.2017.17284.1444 (In Persian)

Gürol, M., & Kerimgil, S. (2010). Academic optimism. Procedia - Social and Behavioral Sciences, 9, 929-932. https://doi.org/10.1016/j.sbspro.2010.12.261

Howell, J. A., Roberts, L. D., & Mancini, V. O. (2018). Learning analytics messages: Impact of grade, sender, comparative information and message style on student affect and academic resilience. Computers in Human Behavior, 89, 8-15. https://doi.org/10.1016/j.chb.2018.07.021

Hoy, W. (2012). School characteristics that make a difference for the achievement of all students. Journal of Educational Administration, 50(1), 76-97. https://doi.org/10.1108/09578231211196078

Hwang, E., & Shin, S. (2018). Characteristics of nursing students with high levels of academic resilience: A cross-sectional study. Nurse Education Today, 71, 54-59. https://doi.org/10.1016/j.nedt.2018.09.011

Jadidi, H., Behrozi, N., Shehni Yeylagh, M., & Hashemi, S. A. (2015). The causal relationship between Optimism, test anxiety and mathematical performance, with the mediating role of dispositional and situational coping strategies in sophomore students at Kurdistan University. Psychological Achievements, 22(1), 269-290. https://doi.org/10.22055/psy.2015.11202 (In Persian)

Kaviani, H., & Mousavi, A. S. (2008). Psychometric properties of the Persian version of Beck Anxiety Inventory (BAI). Tehran University of Medical Sciences, 66(2), 136-140. http://tumj.tums.ac.ir/article-1-641-en.html (In Persian)

Kelberer, L. J. A., Kraines, M. A., & Wells, T. T. (2018). Optimism, hope, and attention for emotional stimuli. Personality and Individual Differences, 124, 84-90. https://doi.org/10.1016/j.paid.2017.12.003

Kulophas, D., Ruengtrakul, A., & Wongwanich, S. (2015). The relationships among authentic leadership, teachers’ work engagement, academic optimism and school size as moderator: A conceptual model. Procedia- Social and Behavioral Sciences, 191, 2554-2558. https://doi.org/10.1016/j.sbspro.2015.04.298

Lack, S., Brown, R., & Kinser, P. A. (2020). An integrative review of Yoga and mindfulness-based approaches for children and adolescents with Asthma. Journal of Pediatric Nursing, 52, 76-81. https://doi.org/10.1016/j.pedn.2020.03.006

Li, F., Mohammaddokht, F., Hosseini, H. M., & Fathi, J. (2023). Reflective teaching and academic optimism as correlates of work engagement among university instructors. Heliyon, 9(2), e13735. https://doi.org/10.1016/j.heliyon.2023.e13735

Mele, C., Hulett, J., & Goldschmidt, K. (2022). User-friendly mindfulness-based interventions (MBI) for children and adolescents with childhood cancer. Journal of Pediatric Nursing, 63, 168-170. https://doi.org/10.1016/j.pedn.2021.12.017

Metzler, D. H., Mahoney, D., & Freedy, J. R. (2016). Anxiety disorders in primary care. Primary Care: Clinics in Office Practice, 43(2), 245-261. https://doi.org/10.1016/j.pop.2016.02.002

Ozayi, N., Azimpoor, A., & Emamjome, M. R. (2019). The roles of academic burnout and academic resilience as mediators in the relationship between academic vitality and quality of life in school. Bi-Quarterly Journal of Educational and Scholastic Studies, 8(20), 237-262. https://pma.cfu.ac.ir/article_910.html?lang=en (In Persian)

Porparizi, M., Tohidi, A., & Khezri Moghadam, N. (2018). The effect of mindfulness on academic achievement, and academic adjustment: The mediation role of academic self-concept. Positive Psychology Research, 4(3), 29-43. https://doi.org/10.22108/ppls.2018.111795.1464 (In Persian)

Prinz, J. N., Bar-Kalifa, E., Rafaeli, E., Sened, H., & Lutz, W. (2019). Imagery-based treatment for test anxiety: A multiple-baseline open trial. Journal of Affective Disorders, 244, 187-195. https://doi.org/10.1016/j.jad.2018.10.091

Puthusserry, S. T., & Delariarte, C. F. (2023). Development and implementation of mindfulness-based psychological intervention program on premenstrual dysphoric symptoms and quality of life among late adolescents: A pilot study. Journal of Affective Disorders Reports, 11, 100461. https://doi.org/10.1016/j.jadr.2022.100461

Rasam, A. R., Ghaffari, O., Abolghasemi, A., & Beirami, M. (2021). Comparison of the effectiveness of optimism training programs, emotional regulation and mindfulness in reducing academic procrastination, resilience programs and educational boredom in students with exam anxiety. Islamic Life Style, 5(3), 246-263. https://www.islamiilife.com/article_186553.html?lang=en (In Persian)

Samuels, W. E., & Woo, A. (2009). Creation and initial validation of an instrument to measure academic resilience. Retrieved from: Link

Seyyadi Ghasabeh, M., & Moghtader, L. (2021). The Effectiveness of Mindfulness Training on Achievement Motivation and Academic procrastination of Students. Journal of Instruction and Evaluation, 14(54), 113-135. https://sanad.iau.ir/en/Article/972056 (In Persian)

Sheikhalizadeh, S., Beyrami, M., Hashemi, T., & Vahedi, S.H. (2019). The effectiveness of mindfulness techniques training on academic vitality by moderating roles of student social achievement goals. Quarterly Journal of Cognitive Strategies in Learning, 7(12), 127-148. https://doi.org/10.22084/j.psychogy.2018.15713.1724 (In Persian)

Siddiq, F., Gochyyev, P., & Valls, O. (2020). The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries. Studies in Educational Evaluation, 66, 1008-1012. https://doi.org/10.1016/j.stueduc.2020.100880

Soltani Panah, M., Asgari, P., & Naderi, F. (2021). The effectiveness of mindfulness exercises on positive youth development components in adolescents with anxiety disorder. Advances in Cognitive Sciences, 23(3), 66-78. http://dx.doi.org/10.30514/icss.23.3.66 (In Persian)

Soltaninejad, M., Asiabi, M., Ahmdi, B., & Tavanaiee Yosefian, S. (2014). A study of the psychometric properties of the Academic Resilience Inventory (ARI). Quarterly of Educational Measurement, 5(15), 17-35. https://jem.atu.ac.ir/article_267.html?lang=en (In Persian)

Tschannen-Moran, M., Bankole, R. A., Mitchell, R. M., & Moore, Jr. M. (2013). Student academic optimism: Aconfirmatory factor analysis. Journal of Educational Administration, 51(2), 150-175. https://doi.org/10.1108/09578231311304689

Wills, G., & Hofmeyr, H. (2019). Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa. International Journal of Educational Research, 98, 192-205. https://doi.org/10.1016/j.ijer.2019.08.001

Yu, M., Zhou, H., Xu, H., & Zhou, H. (2021). Chinese adolescents’ mindfulness and internalizing symptoms: The mediating role of rumination and acceptance. Journal of Affective Disorders, 280, 97-104. https://doi.org/10.1016/j.jad.2020.11.021