اثربخشی یادگیری سازگار با‌ مغز بر شایستگی تحصیلی و تفکر‌ارجاعی دانش‌آموزان

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Karimi, F.(2010). Constructing and validating metacognition tools for problem solving (knowledge, monitoring and metacognitive beliefs) and investigating the relationship between middle school students' metacognition and their performance in solving mathematical verbal problems. Doctoral dissertation in Educational Psychology, Faculty of Psychology and Educational Sciences, Tarbiat Moalem University, Tehran. (in Persian)

Karimi, S & Habibi, M .(2019). Teaching metacognitive skills on reducing referential thinking and improving academic self-efficacy of students with low happiness. Journal of Clinical Psychology Achievements. 3(4), 321-340. (in Persian)

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Loeb, E., & Hurd, N. M. (2019). Subjective social status, perceived academic competence, and academic achievement among underrepresented students. Journal of College Student Retention: Research, Theory and Practice, 21(2), 150-165.

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 Mehrparvar, M & Karimi, S. B. (2020). The effectiveness of teaching cognitive and metacognitive learning strategies on referential thinking and self-directed learning in students. Curriculum and Education Perspectives Quarterly. 1(4), 76-90. (in Persian)

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Weeks, M., Ploubidis, G. B., Cairney, J., Wild, T. C., Naicker, K., & Colman, I. (2016). Developmental pathways linking childhood and adolescent internalizing, externalizing, academic competence, and adolescent depression. Journal of Adolescence, 51(1): 30-40

Youssef Vand, M., Mir Darikondi, F., Sephondi, M.A. & Farrokhzadian, A .(2018). The effectiveness of teaching cognitive and metacognitive strategies on changing the level of academic resilience and referential thinking of female students. Journal of Education and Evaluation, 12(45), 13-30. (in Persian)