بخشیپور رودسری، عباس و دژکام، محمود (1384). تحلیل عاملی تأییدی مقیاس عاطفه مثبت و منفی. مجلهی روانشناسی، سال نهم، شماره 4 (36)، 351-365.
شکری، امید، کرمینوری، رضا، فراهانی، محمدنقی و مرادی، علیرضا (1389). آزمون ساختار عاملی و ویژگیهای روانسنجی نسخه فارسی پرسشنامه استرس تحصیلی. مجله علوم رفتاری، 4، 304-297.
یوسفی، ناصر، اعتمادی، عذرا، بهرامی، فاطمه، بشلیده، کیومرث و شیربگی، ناصر (1389). بررسی روابط ساختاری آسیبشناسی خود تمایزی در خانواده درمانی بوونی با بهزیستی ذهنی، سلامت روانی و بهداشت کیفیت زناشویی برازش نظریه بوون. مجله دانشگاه علوم پزشکی شهرکرد، 12، 3، 78-68.
لاتین
Akin, A. (2008). Self-efficacy, achievement goals, and depression, anxiety, and stress: A structural equation modeling. Word Applied Sciences Journal, 3 (5), 725-732.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Beilock, S. (2011). Back to school: Dealing with academic stress. Retrieved from American Psychology Association. aspx.
Benight, C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behavior Research and Therapy, 42, 1129–1148.
Bhupeinder, S., & Udainiya, A. (2009). Self-efficacy and well-being of adolescents. Journal of the Indian Academy of Applied Psychology, 35, 227-232.
Breso, E., Schaufeli, W. B., & Salavona, M. (2011). Can a self-efficacy based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. High Education, 61, 339-355.
Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85–97.
Bruwer, B., Emsley, R., Kidd, M., Lochner, C., & Seedat, S. (2008). Psychometric properties of the multidimensional scale of perceived social support in youth. Comprehensive Psychiatry, 49(2), 195-201.
Calaguas, G. M. (2011). College academic stress: Differences along gender line. Journal of Social and Development Sciences, 5, 194-201.
Calvete, E., & Connor-Smith, J. K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress and Coping, 19(1), 47-65.
Carademas, E. C. (2006). Self-efficacy, social support, and well-being: The mediating role of obtimism. Personality and Individual Differences, 40, 1281-1290.
Cassiddy, T. (2009). Stress, cognition and health. London UK: Routledge.
Chan, D. W. (2007). Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31(1), 77-117.
Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64.
Cheng, K. W. (2009). A study of stress sources among college students in Taiwan. Journal of Academic and Business Ethics, 2, 1-8.
Coffman, D. L., & Gilligan, T. D. (2003). Social support, stress, and self-efficacy: Effects on students' satisfaction. College Student Retention, 4(1), 53-66.
Cotton, S. J., Dollard, M. F., & Jong, J. (2012). Stress and student job design: Satisfaction, wellbeing and performance. International Journal of Stress Management, 9(3), 147-162.
Day, A. L., & Livingstone, H. (2003). Gender differences in perceptions of stressors and utilization of social support among university students. Canadian Journal of Behavioral Sciences, 35(2), 73-83.
DeLongis, A., & Holtzman, S. (2005). Coping in context: The role of stress, social support, and personality in coping. Journal of Personality, 73 (6), 1-24.
Diener, E. (2000). The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43.
Diener, E., & Chan, M. Y. (2011). Happy people live longer: Subjective well-being contributes to health and longevity. Applied Psychology: Health and Well-Being, 3(1), 1-43.
Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.
Eroglu, S. E. (2012). Examination of university students' subjective well-being: A cross-cultural comparison. International Journal of Academic Research, 4(1), 168-171.
Eryilmaz, A. (2010). Turkish adolescents’ subjective well-being with respect to age, gender and SES of parents. International Journal of Human and Social Sciences, 5, 522-526.
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.
Gallagher, E. N., & Vella-Brodrick, D. A. (2008). Social support and emotional intelligence as predictors of subjective well-being. Personality and Individual Differences, 44, 1551-1561.
Goetz, T., Frenzel, A. C., Hall, N. C., & Pekran, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Gulacti, F. G. (2010). The effect of perceived social support on subjective well-being. Procedia Social and Behavioral Science, 2, 3844-3849.
Hamdan-Mansour, A., M., & Dawani, H., A. (2008). Social support and stress among university students in Jordan. International Journal of Health Addiction, 6, 442-450.
Hora, M. T., & Ferrare, J. (2012). Investigation the antécédents instructors self-efficacy for teaching : Implications for pedagogical reform.
Wisconsin Center for Education Research. Retrieved from
www.wcer.Wisc.edu.
Jackson, E. S., Tucker, C. M., & Herman, K. C. (2007). Health value,
perceived social support, and health self-efficacy as factors in a health-promoting life style. Journal of American College Health, 56(1), 69-74.
Karatzias, A., Power, K. G., Fleming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 33-50.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education, 42, 572-579.
Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.
Lee, G. R., Secombe, K., & Shehan, C. L. (2004). Marital status and personal happiness: An analysis trend data. Journal of Marriage and the Family, 53,839-844.
Lyrakos, D. (2012). The impact of stress, social support, self-efficacy and copping on university students, a multicultural Europan study. Scintiffic Research, 3 (2), 143-149.
MacGeorge, E. L., Samter, W., & Gillihan, S. J. (2005). Academic stress, supportive communication, and health. Communication Education, 54 (4), 365-372.
Magnet de saissy, G. K. (2009). Acculturational self-efficacy and social support among Chinne immigrant in Northern Ireland International. Journal of Intercultural Relation, 33, 291-300.
Misra, R., Crist, M., & Burant, C. J. (2003). Relationships among life stress, social support, academic stressors, and reactions to stressors of international students in the United States. International Journal of Stress management, 10 (2), 137-157.
O'Conor, D. B., Cobb, J., & O'Conor, R. C. (2003). Religiosity, stress and psychological distress: No evidence for an association among undergraduate students. Personality and Individual Differences, 34, 211-217.
Pavot, W., & Diener, E. (2004). The subjective evaluation of well-being in adulthood: findings and implication. Ageing international, 29, 113-135.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and re-sampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
Rashid, W. E., Nordin, M. S., Omar, A., & Ismail, I. (2011). Evaluating social support, work-family enrichment and life satisfaction among nurses in Malaysia. International Conference on Management and Service Science, Press, Singapore.
Schwarzer, R., & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42 (4), 243-252.
Shah, M., Hasan, S., & Malik, S. (2010). Perceived stress, source and severity of stress among medical undergraduates in a Pakestani medical school. BMC Medical Education, 10, 1-8.
Smith, T. W., & Spiro, A. (2002). Personality, health and aging: Prolegomenon for the next generation. Journal of Research in Personality, 36, 363-394.
Tong, Y., & Song, S. (2004). A study on general self-efficacy and subjective well-being of low college students in a Chinese university. College Student Journal, 38 (4), 637-642.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
Whitny, C. (2010). Social support among college students and measures of alcohol use, perceived stress, satisfaction with life, emotional intelligence and coping. Journal of Student Wellbeing, 4 (1), 49-70.
Wilks, S. E., & Spivey, C. A. (2009). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education: The International Journal, 14, 1470-1227.
Yu, G., & Lee, D. J. (2008). A model of quality of college life (QCL) of students in Korea. Social Indicators Research, 87 (2), 269-286.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46 (6), 678-706.
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30–41.