بررسی ویژگی‌های روان‌سنجی مقیاس مدرسه شاد

Aksoy, A. B. ve Güngör Aytar, A. (2017). Üniversite öğrencilerinin mutluluk ve alçakgönüllülük düzeylerinin bazı değişkenlere göre incelenmesi. Kastamonu Eğitim Dergisi, 25(3), 1123-1137.

Argyle, M., Martin, M., R., & Crossland, J. (1989). Happiness as a function of personality and social encounters. In J. P. Forgas & R. J. M. Innes (Eds.). Recent advances in social psychology: An international perspective. (p.p. 189- 203). North Holand: Elsevier.

Baldwin, J. R., Caspi, A., Meehan, A. J., Ambler, A., Arseneault, L., Fisher, H. L., ... & Danese, A. (2021). Population vs individual prediction of poor health from results of adverse childhood experiences screening. JAMA pediatrics, 175(4), 385-393.

Bjureberg, J., Ljótsson, B., Tull, M. T., Hedman, E., Sahlin, H., Lundh, L. G., ... & Gratz, K. L. (2016). Development and validation of a brief version of the difficulties in emotion regulation scale: the DERS-16. Journal of psychopathology and behavioral assessment, 38(2), 284-296. 10.1007/s10862-015-9514-x

Çivitçi, A. (2009). İlköğretim öğrencilerinde yaşam doyumu: Bazı kişisel ve ailesel özelliklerin rolü. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 29-52.

Dai, Q., & Chu, R. X. (2018). Anxiety, happiness and self-esteem of western Chinese left-behind children. Child abuse & neglect, 86, 403-413.

Danielsen, A. G.; Samdal, O; Hetland, J. & Wold, B. (2010). School-related social support and students' perceived life satisfaction. The Journal of Educational Research, 102(4), 303-320.

Demir, R. Ve Murat, M. (2017). Öğretmen adaylarının mutluluk, iyimserlik, yaşam anlamı ve yaşam doyumlarının incelenmesi. Uluslararası Toplum Araştırmaları Dergisi, 7(13), 347-378.

Doğan, T. ve Akıncı Çötok, N. (2001). Oxford mutluluk ölçeği kısa formunun Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Türk psikolojik Danışma ve Rehberlik Dergisi, 4(36), 165-172.

Elihami, E. (2022). Supporting about ‘education’in elementary School: A review of literature. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 3(1), 42-48.

Eryılmaz, A. (2009). Ergen öznel iyi oluş ölçeğinin geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.

Fegert, J. M., Vitiello, B., Plener, P. L., & Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and adolescent psychiatry and mental health, 14(1), 1-11.

Fino, E., Di Campli, S., Patrignani, G., & Mazzetti, M. (2019). The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study. Journal of Advanced Nursing, 75(7), 1462-1472.

Gilman, R. (2001). The relationship between life satisfaction, social ınterest, and frequency of extracurricular activities among adolescent students. Journal Of Youth And Adolescence, 30(6), 749–767.

Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83-91. https://doi.org/10.1037/a0018441

Gündoğan, A., & Cüneyit, A. K. A. R. (2019). Happiness Scale at School for Primary School Students: Validity and Reliability Study. Türk Akademik Yayınlar Dergisi (TAY Journal), 3(1), 61-75.

Gündoğar, D.; Sallan Gül, S.; Uskun, E.; Demirci, S. ve Keçeci, D. (2007). Üniversite öğrencilerinde yaşam doyumunu yordayan etkenlerin incelenmesi, Klinik Psikiyatri, 10, 14-27.

Livingston, V., Chung, I., Davis-Wagner, D., Ericksen, K. S., Jenkins, V., Nevels, B., & Neely-Goodwin, S. (2022). An examination of the help-seeking behaviors of HBCU students by gender, classification, referral source, and mental health concerns. Social Work in Mental Health, 20(3), 334-349.

Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour research and therapy, 33(3), 335-343.

Miller, E., Ziaian, T., & Esterman, A. (2018). Australian school practices and the education experiences of students with a refugee background: A review of the literature. International Journal of Inclusive Education, 22(4), 339-359.

Moskowitz, S., & Dewaele, J. M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 15(2), 117-130.

Nguyen, H., Lee, J. A., Sorkin, D. H., & Gibbs, L. (2019). “Living happily despite having an illness”: Perceptions of healthy aging among Korean American, Vietnamese American, and Latino older adults. Applied Nursing Research, 48, 30-36.

Özdemir, Y. ve Koruklu, N. (2013). İlk Ergenlikte Ana-Babaya Bağlanma, Okula Bağlanma ve Yaşam Doyumu. İlköğretim Online, 12(3), 836-848.

Suldo, S. M., Riley, K. N. & Shaffer, E. J. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International, 27(5), 567–582.

Tuzgöl Dost, M. (2005). Öznel iyi oluş ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(23), 103-111.

Yilmaz, R. M., Topu, F. B., & Takkaç Tulgar, A. (2022). An examination of the studies on foreign language teaching in pre-school education: A bibliometric mapping analysis. Computer Assisted Language Learning, 35(3), 270-293.

Zhang, Y., Mavoa, S., Zhao, J., Raphael, D., & Smith, M. (2020). The association between green space and adolescents’ mental well-being: a systematic review. International journal of environmental research and public health, 17(18), 6640.