رابطه حس انسجام و خوددلسوزی با بهزیستی تحصیلی : نقش میانجی خودآگاهی هیجانی

 

Antonovsky, A. (1987). Unraveling the mystery of health: How people manage stress and stay    well. Joss-bass.    

Bengtsson‐Tops, A., & Hansson, L. (2001). The validity of Antonovsky҆s sense of coherence measure in a sample of schizophrenic patients living in the community. Journal of Advanced Nursing, 33(4), 432-438.

Crawford, E. R., LePine, J. A., & Rich, B. L. (2010). Linking job demands and resources to employee engagement and burnout: a theoretical extension and meta-analytic test. Journal of Applied Psychology, 95(5), 834.

David, A. P. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational Measurement and Evaluation Review, 1, 90- 104.

Efrati‐Virtzer, M., & Margalit, M. (2009). Students’ behavioral difficulties, sense of coherence and adjustment at school: Risk and protective factors. European Journal of special needs Education, 24(1), 59-73.

Fletcher, I., Leadbetter, P., Curran, A., & O'Sullivan, H. (2009). A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. Patient education and counseling, 76(3), 376-379.

Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality: an international journal, 30(8), 821-835.

Grayson, J. P. (2008). Sense of coherence and academic achievement of domestic and international students: A comparative analysis. Higher education, 56(4), 473-492.

Grevenstein, D., & Bluemke, M. (2015). Can the Big Five explain the criterion validity of Sense of Coherence for mental health, life satisfaction, and personal distress? Personality and Individual Differences, 77, 106-111.

Hart, K. E., Wilson, T. L., & Hittner, J. B. (2006). A psychosocial resilience model to account for medical well-being in relation to sense of coherence. Journal of Health Psychology, 11(6), 857-862.

Heiman, T. (2006). Social support networks, stress, sense of coherence and academic success of university students with learning disabilities. Social Psychology of Education, 9(4), 461-478.

Holmberg, S., Thelin, A., & Stiernström, E. L. (2004). Relationship of sense of coherence to other psychosocial indices. European Journal of Psychological Assessment, 20(4), 227-236.

Hu, Q., & Schaufeli, W. B. (2009). The factorial validity of the Maslach Burnout Inventory–student survey in China. Psychological Reports, 105(2), 394-408.

Iskender, M. (2009). The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students. Social Behavior and Personality: an international journal, 37(5), 711-720.

Johnson, S. J., Batey, M., & Holdsworth, L. (2009). Personality and health: The mediating role of trait emotional intelligence and work locus of control. Personality and Individual Differences, 47(5), 470-475.

Kahu, E., Stephens, C., Leach, L., & Zepke, N. (2015). Linking academic emotions and student engagement: Mature-aged distance students’ transition to university. Journal of Further and Higher Education, 39(4), 481-497.

Kimhy, D., Vakhrusheva, J., Jobson-Ahmed, L., Tarrier, N., Malaspina, D., & Gross, J. J. (2012). Emotion awareness and regulation in individuals with schizophrenia: implications for social functioning. Psychiatry research, 200(2), 193-201.

Lackaye, T. D., & Margalit, M. (2006). Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups. Journal of learning disabilities, 39(5), 432-446.

Landgraf, A. (2013). Under Pressure: Self-Compassion as a Predictor of Task Performance and Persistence.

Langelaan, S., Bakker, A. B., Van Doornen, L. J., & Schaufeli, W. B. (2006). Burnout and work engagement: Do individual differences make a difference? Personality and individual differences, 40(3), 521-532.

Langeland, E., & Wahl, A. K. (2009). The impact of social support on mental health service users’ sense of coherence: A longitudinal panel survey. International journal of nursing studies, 46(6), 830-837.

Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in cognitive sciences, 12(4), 163-169.

Mazerolle, S. M., Monsma, E., Dixon, C., & Mensch, J. (2012). An assessment of burnout in graduate assistant certified athletic trainers. Journal of athletic training, 47(3), 320-328.

Meyer, L. P. (2016). The Role of Mindfulness, Self-Compassion, and Emotion Regulation as Protective Factors Again Disordered Eating in a Sample of University Students. West Virginia University.

Neff, K. D. (2011). Self‐compassion, self‐esteem, and well‐being. Social and personality psychology compass, 5(1), 1-12.

Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and identity, 4(3), 263-287.

Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.

Parker, J. D., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. (2006). Emotional intelligence and student retention: Predicting the successful transition from high school to university. Personality and Individual differences, 41(7), 1329-1336.

Pekrun, R., Götz, T., Titz, W., & Perry, R. P. (2002). Positive emotions in education.

Qinyi, T., & Jiali, Y. (2012). An analysis of the reasons on learning burnout of junior high school students from the perspective of cultural capital theory: a case study of Mengzhe Town in Xishuangbanna, China. Social and Behavioral Sciences, 46, 3727-3731.

Reina, V. R., Buffel, T., Kindekens, A., De Backer, F., Peeters, J., & Lombaerts, K. (2014). Enhancing engagement through a community school approach as the key to increase academic achievement. Social and Behavioral Sciences, 116, 2078-2084.

Reyes, D. (2012). Self-compassion: A concept analysis. Journal of holistic nursing, 30(2), 81-89.

Rieffe, C., Oosterveld, P., Miers, A. C., Terwogt, M. M., & Ly, V. (2008). Emotion awareness and internalizing symptoms in children and adolescents: The Emotion Awareness Questionnaire revised. Personality and Individual Differences, 45(8), 756-761.

Rieffe, C., Terwogt, M. M., Petrides, K. V., Cowan, R., Miers, A. C., & Tolland, A. (2007). Psychometric properties of the Emotion Awareness Questionnaire for children. Personality and Individual Differences, 43(1), 95-105.

Salanova, M., Schaufeli, W., Martínez, I., & Breso, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70.

Salmela-Aro, K., & Upadaya, K. (2012). The schoolwork engagement inventory. European Journal of Psychological Assessment.

Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European journal of psychological assessment, 25(1), 48-57.

Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and psychological measurement, 66(4), 701-716.

Sulea, C., Van Beek, I., Sarbescu, P., Virga, D., & Schaufeli, W. B. (2015). Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits. Learning and Individual Differences, 42, 132-138.

Szczygieł, D., Buczny, J., & Bazińska, R. (2012). Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personality and Individual differences, 52(3), 433-437.

Tartas, M., Walkiewicz, M., Budzinski, W., Majkowicz, M., & Wojcikiewicz, K. (2014). The sense of coherence and styles of success in the medical career: a longitudinal study. BMC medical education, 14(1), 254.

Tirch, D. D. (2010). Mindfulness as a context for the cultivation of compassion. International Journal of Cognitive Therapy, 3(2), 113-123.

Togari, T., Yamazaki, Y., Takayama, T. S., Yamaki, C. K., & Nakayama, K. (2008). Follow-up study on the effects of sense of coherence on well-being after two years in Japanese university undergraduate students. Personality and Individual Differences, 44(6), 1335-1347.

Van Rijn, S., Schothorst, P., van't Wout, M., Sprong, M., Ziermans, T., van Engeland, H., & Swaab, H. (2011). Affective dysfunctions in adolescents at risk for psychosis: emotion awareness and social functioning. Psychiatry research, 187(1), 100-105.

Yamac, A. (2014). Classroom Emotions Scale For Elementary School Students. International Journal of Education, 4(1), 150-63.