اثربخشی برنامه آموزش خودشفقت‌ورزی بر اشتیاق تحصیلی دانشجویان قربانی قلدری

Ahmet, A. K. I. N. (2008). Self-compassion and achievement goals: A structural equation modeling approach. Eurasian Journal of Educational Research, 31, 1-15.

Ajam, A. A., Farzanfar, Javad., & Shokoofard, H. (2016). Investigating the role of self-compassion in the general health and academic achievement of students of the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences in 2014. Nursing Education, 5 (5): 9-16. (In Persian)

Akmal, M., Zarei, A., and Pourroostaei, S. (2012). The effect of using augmented reality technology on students' academic enthusiasm. Teacher Professional Development Quarterly, 6 (4): 17-28. (In Persian)

Arslan, N. (2017). Investigating the relationship between educational stress and emotional self-efficacy. Universal Journal of Educational Research, 5 (10), 1736-1740.

Babenko, O., Mosewich, A., Abraham, J., & Lai, H. (2018). Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students. Journal of educational evaluation for health professions, 15.

Badari, R., Hosseini, A., Hashemi, T., and Mirnasab, M. M. (2018). Designing an integrated anti-bullying educational program and determining its effectiveness in reducing victimization of first-year secondary school students. Scientific Journal of Education and Evaluation, 11 (41): 55-81. (In Persian)

Baer, R. A., Lykins, E. L., & Peters, J. R. (2012). Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators. The Journal of Positive Psychology, 7 (3), 230-238.

Bluth, K., Campo, R. A., Futch, W. S., & Gaylord, S. A. (2017). Age and gender differences in the associations of self-compassion and emotional well-being in a large adolescent sample. Journal of youth and adolescence, 46 (4), 840-853.

Chen, Q., & Zhu, Y. (2022). Cyberbullying victimisation among adolescents in China: Coping strategies and the role of self‐compassion. Health & Social Care in the Community, 30 (3), e677-e686.

Cho, H., Yoo, S. K., & Park, C. J. (2021). The relationship between stress and life satisfaction of Korean University students: mediational effects of positive affect and self-compassion. Asia Pacific Education Review, 22 (3), 385-400.

Dundas, I., Binder, P. E., Hansen, T. G., & Stige, S. H. (2017). Does a short self‐compassion intervention for students increase healthy self‐regulation? A randomized control trial. Scandinavian journal of psychology, 58 (5), 443-450.

Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3× 2 achievement goal model. Journal of educational psychology, 103 (3), 632.

Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13 (4), 1721.

Fang, L. T., Shi, K., & Zhang, F. H. (2008). The reliability and validity of the Chinese version of study engagement scale. Chinese, Journal of Clinical Psychology, 16, 618-620.

Fredericks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement In Moore, AK & Lippman, L. H (Eds.) What do children need to flourish? Conceptualizing and measuring indicators of positive development.

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis. Campbell Systematic Reviews, 17 (2), e1143.

Gardella, J. H., Fisher, B. W., & Teurbe-Tolon, A. R. (2017). A systematic review and meta-analysis of cyber-victimization and educational outcomes for adolescents. Review of Educational Research, 87 (2), 283-308.

Gardner, S. E., Betts, L. R., Stiller, J., & Coates, J. (2017). The role of emotion regulation for coping with school-based peer-victimisation in late childhood. Personality and Individual Differences, 107, 108-113.

Gómez-Galán, J., Lázaro-Pérez, C., & Martínez-López, J. Á. (2021). Trajectories of victimization and bullying at university: Prevention for a healthy and sustainable educational environment. Sustainability, 13 (6), 3426.

Heshmati, S. and Bianfar, F. (2019). Predicting academic enthusiasm based on family emotional climate and self-compassion of tenth-grade female students in second-year secondary schools in Sanandaj. Fifth National Conference on New Approaches in Education and Research, Iran Mahmoudabad. (In Persian)

Heydari, Y. and Barzegar-Bafrouei, K. (2019). The effectiveness of cognitive self-compassion training on the academic well-being of ninth grade students. Principles of Mental Health, 22 (3): 195-201. (In Persian)

Khine, A. T., Saw, Y. M., Htut, Z. Y., Khaing, C. T., Soe, H. Z., Swe, K. K., ... & Hamajima, N. (2020). Assessing risk factors and impact of cyberbullying victimization among university students in Myanmar: A cross-sectional study. PloS one, 15 (1), e0227051.

Konold, T. R., & Cornell, D. (2015). Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation. Journal of school psychology, 53 (6), 447-461.

Kotera, Y., & Ting, S. H. (2021). Positive psychology of Malaysian university students: Impacts of engagement, motivation, self-compassion, and well-being on mental health. International Journal of Mental Health and Addiction, 19 (1), 227-239.

Kotera, Y., Conway, E., & Van Gordon, W. (2019). Ethical judgement in UK business students: Relationship with motivation, self-compassion and mental health. International Journal of Mental Health and Addiction, 17 (5), 1132-1146.

Kotera, Y., Lieu, J., Kirkman, A., Barnes, K., Liu, G. H., Jackson, J., ... & Riswani, R. (2022, August). Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement. In Healthcare (Vol. 10, No. 8, p. 1439). MDPI.

Kotera, Y., Tsuda-McCaie, F., Edwards, A. M., Bhandari, D., & Maughan, G. (2021). Self-Compassion in Irish Social Work Students: Relationships between Resilience, Engagement and Motivation. International Journal of Environmental Research and Public Health, 18 (15), 8187.

Krugly, S., Bjärsholm, D., Jansson, A., Rosendal Hansen, A., Hansson, O., Brehm, K., ... & Vikman, J. (2022). A retrospective study of physical fitness and mental health among police students in Sweden. The Police Journal, 0032258X221089576.

Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement?. Journal of Educational Psychology, 109 (6), 826.

Lee, S. M., & Yang, N. M. (2018). The effect of self compassion on the relationships between maladaptive perfectionism, life satisfaction, and depression. The Korea Journal of Youth Counseling, 26 (1), 343-363.

Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and youth services review, 113, 104946.

Lin, M., Wolke, D., Schneider, S., & Margraf, J. (2020). Bullying history and mental health in university students: the mediator roles of social support, personal resilience, and self-efficacy. Frontiers in psychiatry, 10, 960.

Lyu, Y., Chen, J., & Lin, G. (2022). The impact of self-compassionate mindfulness on online learning behavioral engagement of international students during COVID-19: Positive emotion and self-improvement motivation as mediators. Frontiers in Psychology, 5636.

Maheux, A., & Price, M. (2016). The indirect effect of social support on post-trauma psychopathology via self-compassion. Personality and Individual Differences, 88, 102-107.

Marsh, I. C., Chan, S. W., & MacBeth, A. (2018). Self-compassion and psychological distress in adolescents—a meta-analysis. Mindfulness, 9 (4), 1011-1027.

Miralles-Armenteros, S., Chiva-Gómez, R., Rodríguez-Sánchez, A., & Barghouti, Z. (2021). Mindfulness and academic performance: The role of compassion and engagement. Innovations in Education and Teaching International, 58 (1), 3-13.

Musharraf, S., & Lewis, C. A. (2018). Bullying, cyberbullying, and suicide: a crisis on campus?[short communication]. J. Pak. Psychiatr. Soc, 15, 39-41.

Múzquiz, J., Pérez-García, A. M., & Bermúdez, J. (2022). Relationship between Direct and Relational Bullying and Emotional Well-being among Adolescents: The role of Self-compassion. Current Psychology, 1-9.

Múzquiz, J., Pérez-García, A. M., & Bermúdez, J. (2022). Relationship between Direct and Relational Bullying and Emotional Well-being among Adolescents: The role of Self-compassion. Current Psychology, 1-9.

Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta‐analytic review. Social development, 19 (2), 221-242.

Neff, K. D. & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69, 28-44.

Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85-102.

Neff, K. D., & Dahm, K. A. (2015). Self-compassion: What it is, what it does, and how it relates to mindfulness. In Handbook of mindfulness and self-regulation (pp. 121-137). Springer, New York, NY.

Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2014). On being grateful and kind: Results of two randomized controlled trials on study-related emotions and academic engagement. The Journal of psychology, 148 (1), 37-60.

Riffle, L. N., Kelly, K. M., Demaray, M. L., Malecki, C. E., Santuzzi, A. M., Rodriguez-Harris, D. J., & Emmons, J. D. (2021). Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls. Journal of school psychology, 86, 49-63.

Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. M., McCaslin, C., & Ickovics, J. R. (2015). Weight-and race-based bullying: Health associations among urban adolescents. Journal of health psychology, 20 (4), 401-412.

Rossi, F., Rosli, A., & Yip, N. (2017). Academic engagement as knowledge co-production and implications for impact: Evidence from Knowledge Transfer Partnerships. Journal of Business Research, 80, 1-9.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Tanaka, M., Wekerle, C., Schmuck, M. L., Paglia-Boak, A., & MAP Research Team. (2011). The linkages among childhood maltreatment, adolescent mental health, and self-compassion in child welfare adolescents. Child abuse & neglect, 35 (10), 887-898.

Wang, C., Li, Y., Li, K., & Seo, D. C. (2018). Body weight and bullying victimization among US adolescents. American journal of health behavior, 42 (1), 3-12.

Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of school psychology, 42 (2), 135-155.

Yaghobkhani, M., Asadzadeh, H., Saadipour, A., Delavar, A. & Dartaj, F. (2018). Adolescents' academic enthusiasm based on self-compassion, satisfaction of basic psychological needs and sense of social security (an asynchronous panel study). Educational Innovations, 7 (67): 23-46. (In Persian)

Yang, C. (2015). Multilevel associations between bullying victimization, school engagement, and social-emotional learning (Doctoral dissertation, University of Delaware).

Yang, C., Sharkey, J. D., Reed, L. A., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. School psychology quarterly, 33 (1), 54.

Zeller, M., Yuval, K., Nitzan-Assayag, Y., & Bernstein, A. (2015). Self-compassion in recovery following potentially traumatic stress: Longitudinal study of at-risk youth. Journal of abnormal child psychology, 43 (4), 645-653.