فراتحلیل نقش شاخص‌های اجتماعی در پیشرفت تحصیلی

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An, F., Yu, J., & Xi, L. (2022). Relations between perceived teacher support and academic achievement: Positive emotions and learning engagement as mediators. Current Psychology, 1–11. https://doi.org/10.1007/s12144-022-03668-w

Arockia Selvi, A., & Hema, V. H. (2024). IMPACT OF EARLY INTERVENTIONAL TECHNIQUES ON CHILDREN WITH SLD IN SOCIAL SKILLS AND ACADEMIC ACHIEVEMENTS. In Obstetrics and Gynaecology Forum (Vol. 34, No. 3s, pp. 78-84).‏

Ashrafzade, T., Mesrabadi, J., Yarigholi, B., & Sheikhalizade, S. (2023). Meta-analysis of the Impact of Cooperative Learning on Academic Performance. Journal of Educational Sciences, 30(2), 17-40. doi: 10.22055/edus.2023.43488.3448(in Persian)

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Beelmann, A., & Lösel, F. (2021). A Comprehensive Meta-Analysis of Randomized Evaluations of the Effect of Child Social Skills Training on Antisocial Development. J Dev Life Course Criminology 7, 41–65. https://doi.org/10.1007/s40865-020-00142-8

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Choe, D. (2020). Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning. Children and Youth Services Review, 116, 1–9. https://doi.org/10.1016/j.childyouth.2020.105172

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Gravand, Y., Omidian, M., Farhadi Rad, H., & Razavi, S. A. (2023). Explaining the Process of Socialization of Learning in the Experimental Sciences: A Qualitative Research. Journal of Educational Sciences, 30(2), 41-62. doi: 10.22055/edus.2022.39996.3333(in Persian)

Hall, G. E., & DiPerna, J. C. (2017). Childhood social skills as predictors of middle school academic adjustment. The Journal of Early Adolescence, 37(6), 825-851. https://doi.org/10.1177/0272431615624566

Hallahan, D.P., Lloyd, J.V., Kaufman, J.M., Weiss, M.P., & Martinez, E.A. (2022). Learning Disorders (translated by Hamid Alizadeh and colleagues) Arsbaran Publications. (in Persian)

Harandi, T.F., Taghinasab, M.M., & Nayeri, T.D. (2017). The correlation of social support with mental health: A meta-analysis. Electron Physician, 25;9(9):5212-5222. DOI: http://dx.doi.org/10.19082/5212

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Karimi Ziveh, M. (2012). Investigating the effectiveness of communication skills training on the social growth and social acceptance of male students in the first year of middle school in the 5th district of Tehran in the academic year of 1392-1393. Master's thesis, Allameh Tabatabai University. (in Persian)

Kashefi Mamaghani, S., Arshad, M., Badri Gargari, R. (2020). The effect of emotional social learning program on improving academic achievement and reducing behavioral disorders in people with Conduct disorder, Iranian Journal of Psychiatric Nursing, 8(1), 10-18. magiran.com/p2129454 (in Persian)

Kewalramani, S., Ahirwar, SH. (2018). Effect of Self-Efficacy, Happiness and Perceived Social Support on Academic Performance. The International Journal of Indian Psychology, Volume 6, Issue 1. DOI: 10.25215/0601.092

Lee, G., & Simpkins, S. D. (2021). Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers. Journal of Adolescence, 88, 48–57. https://doi.org/10.1016/j.adolescence.2021.01.008

Liu, D., Ainsworth, S. E., & Baumeister, R. F. (2016). A meta-analysis of social networking online and social capital. Review of General Psychology, 20(4), 369–391. https://doi.org/10.1037/gpr0000091

Lotfolahzadeh, R. (2011). Examining the relationship between emotional intelligence and academic achievement of second grade middle school students in Miandoab city, master's thesis, Azad University of Tabriz. (in Persian)

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Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3-4), 133–173. DOI:10.31234/osf.io/ba7pe

Maqbool, H., Mahmood, D. K., Zaidi, S. M. I. H., Ajid, A., Javaid, Z. K., & Mazhar, R. (2021). The Predictive Role of Social Support in Social Adjustment and Academic Achievement among University Students. Psychology and Education, 58(5), 2745-2753.

Martínez-López, Z., Moran, V. E., Mayo, M. E., Villar, E., & Tinajero, C. (2024). Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement. European Journal of Psychology of Education, 39(2), 813-835.‏ https://doi.org/10.1007/s10212-023-00752-y

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Mesrabadi, J. (2023). Meta-Analysis, Concepts, Software & Reporting. Tabriz: Azarbaijan Shahid Madani University. (in Persian)

Mohamadikarkani, A.,  Dortaj, F., &  Kiamanesh, A. (2019). The Effectiveness of Social-Emotional Skills with YCDI on Behavioural Disorders and Academic Performance of female high school students of district 1 Tehran city.  Journal of Instruction and Evaluation. 45(12), 133-150. 10.30495/jinev.2019.665921 (in Persian)

Momeni, S., Barak, M., Kazemi, R., Abolghasemi, A., Babaei, M., Ezati, F. (2012). Study of the Effectiveness of Social Skills Training on Social and Emotional Competence among Students with Mathematics Learning Disorder. Creative Education, 3(8):1307-1322. DOI: 10.4236/ce.2012.38191 

Oranye, N.O., Ezeah, P. & Ahmad, N. Elements of Social Capital and Academic Performance of Undergraduate Students. Soc Indic Res 131, 305–319 (2017). https://doi.org/10.1007/s11205-016-1249-x

Radmanesh, E., & Saadi pour, E. (2017). The influence of social skills training on motivation and educational progress of female high school students of Tehran. Journal of School Psychology, 6(2), 44-63. doi: 10.22098/jsp.2017.567. (in Persian)

Ramzan, M., Bibi, R., & Khunsa, N. (2023). Unraveling the Link between Social Media Usage and Academic Achievement among ESL Learners: A Quantitative Analysis. Global. Educational Studies Review, VIII, pp. 407-421. https://doi.org/10.31703/gesr.2023(VIII-II).37

Rezayi, S. (2017). Designing the social skills training program and investigating its effectiveness on social competence of children with High function autistic (HFA) and non-verbal learning disorder (NLD). Journal of Learning Disabilities, 6(4), 67-82. doi: 10.22098/jld.2017.557. (in Persian)

Safari, M., Abedini Baltork, M., & Saffar Heidari, H. (2023). The Effect of Constructivist Teaching on Interest in Lessons, Academic Vitality and Enthusiasm for School. Journal of Educational Sciences, 30(2), 121-142. doi: 10.22055/edus.2024.43943.3466(in Persian)

Sharma, R., Goswami, V., & Gupta, P. (2016). Social skills: Their impact on academic achievement and other aspects of life. International journal for innovative research in multidisciplinary field, 2(7), 219-224.‏

Verbree, A., R., Hornstra, L., Maas, L., & Wijngaards-de Meij, L. (2023). Conscientiousness as a predictor of the gender gap in academic achievement. Research in higher education, vol. 64, no. 3, pp. 451-472. https://doi.org/10.1007/s11162-022-09716-5

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Wang, Q., & Mousavi, A. (2023). Which log variables significantly predict academic achievement? A systematic review and meta-analysis. British Journal of Educational Technology: Journal of the Council for Educational Technology, 54(1), 142–191. https://doi.org/10.1111/bjet.13282

Wibrowski, C. R., Matthews, W. K., & Kitsantas, A. (2017). The role of a skills learning support program on first-generation college students’ self-regulation, motivation, and academic achievement: A longitudinal study. Journal of College Student Retention: Research, Theory & Practice, 19(3), 317-332. https://doi.org/10.1177/1521025116629152

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Yu, J., Kreijkes, P., & Salmela-Aro, K. (2023). Interconnected trajectories of achievement goals, academic achievement, and well-being: Insights from an expanded goal framework. Learning and Individual Differences, vol. 108, p. 102384. DOI:10.1016/j.lindif.2023.102384

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