تأثیر آموزش راهبردهای تنظیم شناختی هیجان بر سازگاری، بهزیستی مدرسه و تنظیم هیجان در دانش‌آموزان پسر مدارس استعدادهای درخشان

Abassi, A. (2016). Compare coping styles and emotional processing among normal students and gifted students high school. Journal of School Psychology, 5(3), 132-147. [Persian]

Alfonso, J. P., Caracuel, A., Delgado-Pastor, L. C., & Verdejo-Garcia, A. (2014). Combined Goal Management Training and Mindfulness meditation improve executive functions and decision-making performance in abstinent polysubstance abusers. Drug and Alcohol Dependence, 117 (1), 78-81.

Borjali, M., Bagiyan Kulehmarz, M. J. Bakhti, M., & Abbasi, M. (2014). The encouragement training based on Adlerian approach and the social and emotional well-being of boarding school students. Quarterly Journal Family and Research, 10(4), 83-100. [Persian]

Denault, A. S., & Dery, M. (2014). Participation in organized activities and conduct problems in elementary school the mediating effect of social skills. Journal of Emotional and Behavioral Disorders, 23(3), 167-179.

Dokaneheei, F., & Ghaemmaghami, G. (2015). The correlation between the emotional with social competence in female students at high schools of Damavand city. Indian Journal of Fundamental and Applied Life Sciences, 5 (S2), 2055-2060.

Fielder, K., & Bless, H. (2001). The formation of beliefs at the interface of affective and cognitive processes. Emotion Review, 3(11), 144-70.

Ganai, M. Y., & Mir, M. A. A. (2013). Comparative study of adjustment and academic achievement of college students. Journal of Educational Research and Essays, 11 (2), 5-8.

Goleman, D. (2002). Working with emotional intelligence. Development & Psychopathology, 7, 117-119.

Golpour, R., Abolghasemi, A., Ahadi, B., & Narimani, M. (2014). The effectiveness of cognitive self-compassion training and emotion-focused therapy on quality of life with depression disorder. Journal of Clinical Psychology, 6 (1), 53-64. [Persian]

Granefski, N., & Kraaij, V. (2006). Cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality Individual Differences, 40 (8), 1659-1669.

Gratz, K. L., & Gunderson, J. G. (2006). Prelimin ary data on an acceptance-based emotion regulation group intervention for deliberate self-harm among women with borderline personality disorder. Behavior Therapy, 37 (1), 25-35.

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well–being. Journal of Personality and Social Psychology, 85, 348-362.

Hodge, K. A., & Kemp, C. R. (2006). Recognition of giftedness in the early years of school: Perspectives of teachers, parents and children. Journal for the Education of the Gifted, 30 (2), 164-204.

Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. The Journal of Negro Education, 68 (1), 23-35.

Karami, A. (1998). Normalization of adjustment inventory for high school students. Tehran: Sina Psycho-Ogical Institute Publication. [Persian]

Khosravani, S. (2005). Creative relationship with the five factors of personality and mental health. Ph.D. Thesis of Psychology, Tehran University, Tehran. [Persian]

Koka, A., & Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81 (1), 74-86.

Lamp K. (2013). Personal and contextual resilience factors and their relations to psychological adjustment outcomes across the lifespan: A meta–analysis. Ph.D. Thesis of Counseling Psychology, University of Illinois at Chicago, Chicago.

Lent, R. W., Taveira, M. D. C., Pinto, J. C., Silva, A. D., Blanco, A., Faria, S., & Gonçalves, A. M. (2014). Social cognitive predictors of well-being in African college students. Journal of Vocational Behavior, 84 (3), 266-272.

Ludtke, O., Robitzsch, A., Trautwein, U., & Kunter, M. (2009). Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling. Contemporary Educational Psychology, 34 (2), 120-131.

Midgley, C., Maehr, M. L., Hruda, L., Anderman, E. M., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.

Naveedy, A., (2009). The efficacy of anger management training on adjustment skills of high school male students in Tehran. Iranian Journal of Psychiatry and Clinical Psychology, 14 (4), 394-403. [Persian]

Ornaghi, V., Brockmeier, J., & Grazzani, I. (2014). Enhancing social cognition by trainingchildren in emotion understanding: A primary school study. Journal of Experimental Child Psychology, 119, 26-39.

Ozturk, A., & Mutlu, T. (2010). The relationship between attachment style, subjective well-being, happiness and social anxiety among university students. Procedia - Social and Behavioral Sciences, 9, 1772-1776.

Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn. E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress and Coping, 25 (3), 349-58.

Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering gifted student's affective development: A Look at the impact of academic self-concept. Teaching Exceptional Children Plus, 6 (4), 1-13.

Ruiz-Aranda, D., Castillo, R., Salguero, J. M., Cabello, R., Fernandez-Berrocal, P., & Balluerka, N. (2012). Short and midterm effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51 (5), 462-467.

Saber, M., Tehrani, H., Shojaeizadeh, D., Maleki, Z., & Esfandiyarpoor, R. (2013). Mental health and exposure to stressful life events of nurses working in emergency medical service (ER 115). Health System Research Journa, 9 (3), 294-300. [Persian]

Sadri Damirchi, E., & Esmaili Ghazivaloii, F. (2016). Effectiveness of social-emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities. Journal of Learning Disabilities, 5 (4), 141-147. [Persian]

Samani, S., & Sadeghi, L. (2010). Suitability of psychometric indices of emotional cognitive regulation questionnaire. Psychological Methods and Models, 1 (1), 51-62. [Persian]

Sinha, A. K. P., & Singh, R. P. (1993). Manual for adjustment inventory for school students. Translated by: A. Karami (1998). Agra: National Psychological Corporation.

Sobhi-Gharamaleki, N., Porzoor, P., Aghajani, S., & Narimani, M. (2015). Effectiveness of emotion regulation training on reduction of anxiety, stress and depression symptoms among university students. Journal of Health Education and Health Promotion, 3 ‌(1), 5-13. [Persian]

Spindler, H., Denollet, J., Kruse, C., & Pederson, S. S. (2009). Positive affect and negative affect correlate differently with distress and health-related quality of life in patients with cardiac conditions: Validation of the Danish global mood scale. Journal of Psychosomatic Research, 67 (1), 1, 57-65.

Szczygie, D., Buczny, J., & Bazinska, R. (2012). Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personality and Individual Differences, 52, 433-437.

Verzeletti, C., Zammuner, V. L., Galli, C., & Agnoli, S. (2016). Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology, 3 (1), 1-15.

Yoo, S. H., Matsumoto, D., & LeRoux, J. A. (2006). The influence of emotion recognition and emotion regulation on intercultural adjustment. International Journal of Intercultural Relations, 30, 345-363.