مقایسه اثربخشی روش آموزش تأیید خود و آموزش مثبت‌نگر بر بهزیستی تحصیلی و التزام تحصیلی دانش‌آموزان

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Alaya, M. B., Ouali, U., Youssef, S. B., Aissa, A., & Nacef, F. (2021). Academic procrastination in university students: Associated factors and impact on academic performance. European Psychiatry, 64(1), 759-760.

Alizadeh, Y., Shehni Yailagh, M., Birgani, Sirous, A. & Maktabi, G. (2023). Evaluation of Psychometric Properties of the Spontaneous Self-Affirmation Measure in male students in the third grade of secondary schools in Ilam. Journal of Modern Psychological Researches, 18(71), 161-168. (In Persian) DOI: 10.22034/jmpr.2023.54652.5337

AL-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024). Measuring academic self-efficacy and learning outcomes: The mediating role of university English students' academic commitment. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 35.

Aslami, E., & Hashemi Ardakani, S. J. (2021). Investigating the effectiveness of positive psychology education on psychological well-being and academic achievement (Case study: female students in the first high school of Abadeh city). Higher Education, 3(1), 75-86. (In Persian) DOI:10.30495/ee.2022.1952588.1069

Deng, Y., Cherian, J., Khan, N. U. N., Kumari, K., Sial, M. S., Comite, U., ... & Popp, J. (2022). Family and academic stress and their impact on students' depression level and academic performance. Frontiers in Psychiatry, 13, 869337.

Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128.

Easterbrook, M. J., Harris, P. R., & Sherman, D. K. (2021). Self‐affirmation theory in educational contexts. Journal of Social Issues, 77(3), 683-701.

Escobar-Soler, C., Berrios, R., Peñaloza-Díaz, G., Melis-Rivera, C., Caqueo-Urízar, A., Ponce-Correa, F., & Flores, J. (2023). Effectiveness of self-affirmation interventions in educational settings: A meta-analysis. In Healthcare, 12(1), 3.

Fong, C. J., Patall, E. A., Snyder, K. E., Hoff, M. A., Jones, S. J., & Zuniga-Ortega, R. E. (2023). Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research. Educational Research Review, 41, 100566.

Fouladvand, Kh., Soltani, M., Fathi Ashtiani, A., & Shoai, Z. (2012). Psychometric properties of tinio's academic engagement scale. Training Measurement, 3(8), 155-182. (In Persian)

Herati-Rad, A., & Miri, M. (2023). The effectiveness of positive psychotherapy on hope and quality of academic life of slow-paced students: A quasi-experimental study. Journal of Rafsanjan University of Medical Sciences, 22(12), 1296-1279. (In Persian)

Huffman, J. C., DuBois, C. M., Healy, B. C., Boehm, J. K., Kashdan, T. B., Celano, C. M., & Lyubomirsky, S. (2014). Feasibility and utility of positive psychology-based interventions in cardiac patients: A randomized controlled pilot trial. General Hospital Psychiatry, 36(3), 213-219.

Jones, C. M., Karp, J., & Davis, D. S. (2024). Genomic testing and patient rights. JNCI: Journal of the National Cancer Institute, 116(5), 771-772.‏

Karimzadeh, G., Karimzadeh Ghezelghieh, N., Soleimanzadeh Yangi-Arkh, Z. (2023). The effect of positive attitude training on academic achievement and academic performance of students with learning disabilities. The Second International Conference of Exceptional Children. (In Persian) https://civilica.com/doc/1951659

Lee, G., Hwang, I. S., Jung, S. W., & Kim, S. (2024). The effects of medical students' traits and college life on academic failure mediated by mental health. Korean Medical Education Review, 26(2), 155-166.

Liu, C. H., & Huang, P. S. (2019). Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’ approval. Contemporary Educational Psychology, 56, 1-13.

Lomas, T., Waters, L., Williams, P., Oades, L. G., & Kern, M. L. (2021). Third wave positive psychology: Broadening towards complexity. The Journal of Positive Psychology, 16(5), 660-674.

Mertika, A., Mitskidou, P., & Stalikas, A. (2020). Positive relationships and their impact on wellbeing: A review of current literature. Psychology: The Journal of the Hellenic Psychological Society, 25(1), 115-127.

Moradi, M., Soleimani Khashab, A. A., Shahabzadeh, S., Sabbaghian Baghdadabad, H., & Dehghanizadeh, M. H. (2016). Testing for the Factor Structure and Measurement of Internal Consistencyof the Irani Version of Academoic Well-Being Questionnaire. Quarterly of Educational Measurement, 7(26), 123-148. (In Persian) DOI: 10.22054/jem.2017.476.1018

Rashid, T. (2015). Positive psychotherapy: A strength-based approach. The Journal of Positive Psychology, 9(6), 453-454.

Rashid, T., & Seligman, M. E. P. (2013). Positive psychotherapy. In D. Wedding & R. J. Corsini (Eds.), Current Psychotherapies (pp. 461-498). Belmont, CA: Cengage.

Rezaei Gazki, P., Delavar, A., & Samavi, A. (2019). Does academic commitment affect the learners' progress through academic buoyancy? A structural equation model. Iranian Evolutionary Educational Psychology Journal, 1(3), 196-203.

Sahragard, S., Haroon Rshidi, H., & Kazemianmoghadam, K. (2022). The effectiveness of positive intervention on motivational beliefs of students with academic failure. Positive Psychology Research, 8(2), 51-64. (In Persian) DOI: 10.22108/ppls.2022.130539.2183

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Soomra, N. U. A., Ahmad, I., Muntaha, S. T., & Aslam, J. (2024). The Influence of Positive Thinking Interventions on Reducing Academic Stress among Postgraduate Students during Thesis Writing. Social Science Review Archives, 2(2), 1099-1108.‏

Takashiro, N., & Clarke, C. H. (2020). Low-socioeconomic status students turn their academic failure to success: A synthesis of qualitative research. Mistakes, Errors and Failures across Cultures: Navigating Potentials, 363-382.

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Trusty, W. T., Scofield, B. E., Christensen, A. E., White, T. D., Murphy, Y. E., Janis, R. A., Tan, H., Hernández, N., & Hochstedt, K. (2025). Psychological Symptoms and Academic Dropout in Higher Education: A Six-Year Cohort Study. Journal of College Student Mental Health, 1–21. https://doi.org/10.1080/28367138.2024.2444883

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Verma, R. (2024). Positive psychology in schools with focus on adolescent well-being. Open Journal of Social Sciences, 12(12), 128-145.

Waters, L., Algoe, S. B., Dutton, J., Emmons, R., Fredrickson, B. L., Heaphy, E., ... & Steger, M. (2022). Positive psychology in a pandemic: Buffering, bolstering, and building mental health. The Journal of Positive Psychology, 17(3), 303-323.

Yan, W., Wang, Y. L., Jiang, Z., Peng, K., & Cohen, G. (2023). Effects of a self-affirmation intervention among Chinese adolescents during the COVID-19 pandemic: A large-scale randomized controlled trial. https://doi.org/10.1111/aphw.12516

Yen, S., Suazo, N., Doerr, J., Macrynikola, N., Villarreal, L. S., Sodano, S., ... & Spirito, A. (2023). Skills to Enhance Positivity in adolescents at risk for suicide: Protocol for a randomized controlled trial. PLoS One, 18(10), e0287285.