مقایسه نظریه ذهن، انگیزش پیشرفت تحصیلی و رفتار اجتماعی در کودکان مدارس طبیعت و عادی با کنترل وضعیت اجتماعی-اقتصادی

Abedi, A., oreizy, H. & Sobhaninezhad, M. (2005). Academic achievement motivation and personality traits. TLR, 1(12), 29-38. [In Persian]

Akbari Balootbangan, A., Vaezfar, S. S., & Rezaei, M. A. (2014). Psychometric characteristic of child social behavior scale. Journal of Behavioral Sciences, 8(4), 339-345. [In Persian]

Akpinar, A. (2016). How is high school greenness related to students’ restoration and health?. Urban Forestry & Urban Greening, 16, 1-8.

Aziz, N. F., & Said, I. (2012). The trends and influential factors of children's use of outdoor environments: A review. Procedia-Social and Behavioral Sciences, 38, 204-212.

Bosco, F. M., Gabbatore, I., & Tirassa, M. (2014). A broad assessment of theory of mind in adolescence: the complexity of mindreading. Consciousness and cognition, 24, 84-97.

Cooley, S. J., Burns, V. E., & Cumming, J. (2015). The role of outdoor adventure education in facilitating groupwork in higher education. Higher Education, 69(4), 567-582.

Cree, J., & McCree, M. (2013). A Brief History of Forest School in the UK–Part 2. Horizons, 62(Summer), 32-35.

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford handbook of human motivation, 85-107.

Harris, F. (2017). The nature of learning at forest school: practitioners' perspectives. Education 3-13, 45(2), 272-291.

Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental psychology, 17(3), 300.

Hermance, M. (1970). Measurring achievement motivation questionnaire. Aplication psychology, 54, 353-363.

Kako Jouybari, A. A., Shaghaghi, F., & Baradaran, M. (2013). Development of social cognition in theory of mind in children. Social Cognition, 1(2), 32-39. [In Persian]

Karimyan, Z., shahbazi Rad, A., & Hagigh Kermanshahi, M. (2016). A comparison of the social cognition of 5 to 7 years old girls of families with one child vs families with more than one child in Isfahan city. Social Cognition, 4(8), 22-34. [In Persian].

Kimonen, E. (2015). Education and Society: The essence of outdoor-oriented education in the United States and India.

Knight, S. (2013). Forest school and outdoor learning in the early years. Sage.

Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational psychology, 97(2), 184.

Lumsden, L. (2005). Motivating today’s students: The same old stuff just doesn’t work. Portraits of Success, 1(2), 1-13.

Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of youth and adolescence, 42(1), 6-19.

McClain, C., & Vandermaas-Peeler, M. (2016). Social contexts of development in natural outdoor environments: children’s motor activities, personal challenges and peer interactions at the river and the creek. Journal of adventure education and outdoor learning, 16(1), 31-48.

Meiboudi, H., Omidvar, B., Enayati, A. A., & Rashidi, S. (2013). Dose the kind of primary school have effect on students environmental awareness?. Quarterly Journal of Environmental Education and Sustainable Development, 1(4), 11-19. [In Persian]

Mirrahimi, S., Tawil, N. M., Abdullah, N. A. G., Surat, M., & Usman, I. M. S. (2011). Developing conducive sustainable outdoor learning: The impact of natural environment on learning, social and emotional intelligence. Procedia Engineering, 20, 389-396.

Moosavi, K., AmiriMajd, M., & Bazzazian, S. A. (2014). Comparison of Theory of Mind between Children with Autism, Intellectual Disability, ADHD, and Normal Children. MEJDS, 4 (2), 43-51. [In Persian]

Mozafar, F., Mehdizadeh, F., & Mir Moradi, S. (2010). The role of nature in educational spaces. Journal of Technology of Education, 4(1), 37-42. [In Persian]

Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van den Hogen, T., & van Dongen, L. (1999). The TOM test: A new instrument for assessing theory of mind in normal children and children with pervasive developmental disorders. Journal of Autism and Developmental Disorders, 29(1), 67-80.

Najafi, M., Dehshiri, G. H., Mohamadi Far, M. A., Dabiri. S., & Jafari, N. (2015). The effect of family function, self-esteem, self-efficacy and personality type on prediction of academic achievement motivation. Quarterly Journal of New Thoughts on Education, 11(2), 9-32. [In Persian]

Niksirat, F., khademi ashkazari, M., & hashemi, Z. (2017). The relationship between parental child rearing styles and academic achievement motivation in girl student. Quarterly Journal of New Thoughts on Education, 12(4), 151-174. [In Persian]

Osonwa, O. K., Adejobi, A. O., Iyam, M. A., & Osonwa, R. H. (2013). Economic status of parents, a determinant on academic performance of senior secondary schools students in Ibadan, Nigeria. Journal of Educational and Social Research, 3(1), 115-122.

Prince, H. E. (2017). Outdoor experiences and sustainability. Journal of Adventure Education and Outdoor Learning, 17(2), 161-171.

Qhomrani, A., Alborzi, S. H., & Kheyr, M. (2006). Psychometric characteristic of Theory of Mind Test. Journal of Psychology, 10(2), 181-199. [In Persian]

Roe, J., & Aspinall, P. (2011). The restorative outcomes of forest school and conventional school in young people with good and poor behaviour. Urban forestry & urban greening, 10(3), 205-212.

Schneider, W., Schumann-Hengsteler, R., & Sodian, B. (Eds.). (2014). Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. Psychology Press.

Slade, M., Lowery, C., & Bland, K. (2013). Evaluating the impact of forest schools: A collaboration between a university and a primary school. Support for Learning, 28(2), 66-72.

Turtle, C., Convery, I., & Convery, K. (2015). Forest Schools and environmental attitudes: A case study of children aged 8–11 years. Cogent Education, 2(1), 1100103.

Waite, S., Rogers, S., & Evans, J. (2013). Freedom, flow and fairness: exploring how children develop socially at school through outdoor play. Journal of Adventure Education & Outdoor Learning, 13(3), 255-276.

Waite, S. (2011). Teaching and learning outside the classroom: personal values, alternative pedagogies and standards. Education 3–13, 39(1), 65-82.

Warden, D., & Mackinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem‐solving strategies. British Journal of Developmental Psychology, 21(3), 367-385.

Wyver, S. (2017). Outdoor Play and Cognitive Development. The SAGE Handbook of Outdoor Play and Learning, SAGE Publisher, 29- 85.

Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2).