تاثیر برنامه روانی آموزشی مثبت‌نگر بر سبک‌های مقابله و بهزیستی تحصیلی دانش‌آموزان

 

Ambler, G., Anstey, A., McCall, T., & White, M. (2017). Flourishing in faith: Theology and positive psychology. Eugene, OR: Cascade Books, Wipf and Stock.

Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 18, 110-118.

Appleton, J. J., Christenson, S. L., & Furlong, M. L. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.

Australian Institute of Health and Welfare. (2011). Young Australians: Their health and wellbeing 2011. (Cat. no. PHE 140). Canberra, Australia: Author. https://www.aihw.gov.au/reports/children-youth/young-australians-their-health-and-wellbeing-2011/contents/table-of-contents.

Berchiatti, M., Badenes-Ribera, L., Ferrer, A., Longobardi, C., & Gastaldi, F.G.M. (2020). School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence. Children and Youth Services Review, 116, 105-112.

Bostwick, K. C. P., Collie, R. J., Martin, A. J., & Durksen, T. L. (2020). Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education, 94, 103-109.

Brunzell, T., Stokes, H., & Waters, L. (2018). Why do you work with struggling students? Teacher perceptions of meaningful work in trauma-impacted classrooms. Australian Journal of Teacher Education, 43(2), 116-142.

Charry, E.T., & Kosits, R.D. (2017). Christian theology and positive psychology: An exchange of gifts. Journal of Positive Psychology, 12(5), 468-479.

Chen, Z., & Liu, Y. (2019). The different style of lifelong learning in China and the USA based on influencing motivations and factors. International Journal of Educational Research, 952019, 13-25.

Cook, P.J., Dodge, K.A., Gifford, E.J., & Schulting, A.B. (2017). A new program to prevent primary school absenteeism: Results of a pilot study in five schools. Children & Youth Services Review, 82, 262-270.

Creswall, J.D. (2017). Mindfulness interventions. Annual Review of Psychology, 68, 491-516.

Deci, E.L., & Ryan, R.M. (2008). Self-determination theory: A macrotheory of motivation, human development, and health. Canadian Psychology, 49, 182-185.

Desai, M. (2010). A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood, Children’s Well-Being. Indicators and Research 3, Springer Science+Business Media B.V.

Endler, N.S., & Parker, J.D.A. (1994). Assessment of multidimensional coping: Task, emotion, and avoidance strategies. Psychological Assessment, 6(1), 50-60.

Endler, N.S., & Parker, J.D.A. (1999). Coping inventory for stressful situations (CISS): Manual (2nd ed.). Toronto: Multi-Health Systems.

Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61, 101-112.

Gresham, F.M., Van, M.B., & Cook, C.R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363-377.

Hattie, J. (2016, October). Shifting away from distractions to improve Australia’s schools: Time for a reboot. Australian College of Educational Leadership Monograph (No 54).

Hattie, J., Hodis, F.A., & Kang, S.H.K. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 20, 110-117.

Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.

Kern, M.L., & Bowling, D.S. (2015). Character strengths and academic performance in law students. Journal of Research in Personality, 55, 25-29.

Kiuru, N., Spinath, B., Clem, A.L., Eklund, K., Ahonen, T., & Hirvonen, R. (2020). The dynamics of motivation, emotion, and task performance in simulated achievement situations. Learning and Individual Differences, 80, 110-115.

Kolovelonis, A., & Goudas, M. (2018). The relation of physical self-perceptions of competence, goal orientation, and optimism with students' performance calibration in physical education. Learning and Individual Differences, 61, 77-86.

Kristjánsson, K. (2013). Virtues and vices in positive psychology: A philosophical critique. Cambridge, England: Cambridge University Press.

Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on the association between perceived teacher–student relationships and academic stress among middle school students in China. Children and Youth Services Review, 114, 105-114.

Matteucci, M.C. (2017). Attributional retraining and achievement goals: An exploratory study on theoretical and empirical relationship. European Review of Applied Psychology, 67 (5), 279-289.

McGrath, H., & Noble, T. (2011). Bounce back! A wellbeing and resilience program. Melbourne, Australia: Pearson.

Niemiec, C., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7 (2), 133-144.

Noble, T., & McGrath, H. (2015). PROSPER: A new framework for positive education. Psychology of Well-Being: Theory, Research and Practice, 5(2), 1-17.

Näätänen, P., Aro, A., Matthiesen, S., & Salmela-Aro, K. (2003). Bergen Burnout Indicator 15. Helsinki: Edita.

O'Neill, T.A., Deacon, A., Larson, N.L., Hoffart, G., & Rosehart, W. (2015). Life-long learning, conscientious disposition, and longitudinal measures of academic engagement in engineering design teamwork. Learning and Individual Differences, 39, 124-131.

Rafnsson, F.D., Smari, J., Windle, M., Mears, S. A., Endler, N. S. (2006) Factor structure and psychometric characteristics of the Iceland version of the Coping Inventory for Stressful Situations (CISS). Personality and Individual Differences, 40(6), 1247–1258.

Ryan, R.M., & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 8, 101-112.

Rashid, T. (2005). Positive Psychotherapy Inventory. Unpublished manuscript, University of Pennsylvania.

Rashid, T. (2008). Positive Psychotherapy. In Lopez, S.J. (Ed.) Positive psychology: Exploring the best in people. (pp. 188-217) Westport, CT: Praeger.

Rashid, T. (2013). Positive psychology in practice: Positive psychotherapy. In Shane J. Lopez (Ed.), The Oxford handbook of happiness (pp. 978–993): New York, NY, Oxford University Press.

Rashid, T. (2015) Positive psychotherapy: A strength-based approach. The Journal of Positive Psychology, 10 (1), 25-40.

Rashid, T., & Ostermann, R.F.O. (2009). Strength-based assessment in clinical practice. Journal of Clinical Psychology: In Session, 65, 488–498.

Rashid, T., & Seligman, M.E.P. (2013). Positive Psychotherapy. In D. Wedding & R. J. Corsini (Eds.), Current Psychotherapies (pp. 461–498). Belmont, CA: Cengage.

Rashid, T., & Seligman, M.E.P. (2018). Positive Psychotherapy: Workbook. New York: Oxford University Press.

Reichardt, C.S. (2009). Quasi-experimental design. In Millsap, R.E. & Maydew-Olivares, A. (Eds.), The SAGE handbook of quantitative methods in psychology. (pp 46-71). Thousand Oaks: CA, Sage.

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.

Salmela-Aro, K., Näätänen, P., & Nurmi, J.-E. (2004). The role of work-related personal projects during two burnout interventions: A longitudinal study. Work and Stress, 18, 208–230.

Salmela-Aro, K., Upadaya, K. (2012). The Schoolwork Engagement Inventory: Energy, dedication, and absorption (EDA). European Journal of Psychological Assessment, 28, 60-67.

Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkin, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293–311.

Seon, K.Y., & Yeul, H.M. (2015). Effects of a Positive Psychotherapy Program on Depression, Self-esteem, and hope in patients with major depressive disorders. Journal of Korean Academy of Psychiatric and Mental Health, 24 (4), 264-256.

Steinhardt, M.A., & Dolbier, C.L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4), 445-453.

Stasielowicz, L. (2019). Goal orientation and performance adaptation: A meta-analysis. Journal of Research in Personality, 82, 103-110.

Sun, Z., & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100-110.

Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79, 101-110.

Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90.

Waters, L., Sun, J., Rusk., R., Cotton, A., & Arch, A. (2017). Positive education, visible wellbeing and positive functioning in students. In A. Jarden, M. Slade, & L. Oades (Eds.), Wellbeing, recovery and mental health (pp. 245-264). Cambridge, UK: Cambridge University Press.

White, M.A., & Kern, M.L., (2018). Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing, 8(1), 1-17.

White, M., & Murray, A.S. (2015). Well-being as freedom: Future directions in well-being. In M. White & S. Murray (Eds.), Evidence-based approaches in positive education: Implementing a strategic framework for well-being in schools (pp. 167-175). Dordrecht, the Netherlands: Springer.

White, M.A., Slemp, G.R., Murray, A.S., & Cooperrider, D. L. (2017). Future directions in well-being: Education, organizations and policy. Cham, Switzerland: Springer.

Wolf, B.M., Herrmann, M., & Brandstätter, V. (2018). Self-efficacy vs. action orientation: Comparing and contrasting two determinants of goal setting and goal striving. Journal of Research in Personality, 73, 35-45.

Yu, S., & Levesque-Bristol, C. (2020). A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61, 101-110.

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5(603), 1-20.