Abdolahi Mehraban, N., Shafiabadi, A. & Behboudi, M. (2014). The study of effectiveness of group counseling based on reality therapy on increasing of self-esteem in mothers of children with cerebral palsy. Journal of Research in Behavioral Sciences, 12(3), 360-368. [Persian]
Afsharizadeh, S., Karashki, H. & Naserian, H. (2014). Psychometric properties of School Self-Concept Questionnaire in primary students of Tehran. Journal of Psychological Methods and Models, 3(11), 53-66. [Persian]
Arfaa Baloochi, F. & Ghaggari, A. (2011). The examination of Relationship between achievement motivation, academic self-concept and anxiety in graduate students of Ferdowsi University of Mashhad. Quarterly Research in Clinical Psychology and Counseling, 1(2), 121-136. [Persian]
Auerbach, J. G., Gross-Tsur, V., Manor, O. & Shalev, R. S. (2008). Emotional and Behavioral characteristics over a six year period in youths with persistent and non-persistent dyscalculia. Journal of Learning Disabilities, 41(3), 263–273.
Basharpour, S., Isazadegan, A., Zahed, A. & Ahmadian, L. (2013). The comparison of academic self-concept and enthusiasm to school in students with learning disabilities and normal sample. Studies in Learning and Instructions, 5(2), 47-64. [Persian]
Bhargava, R. (2013). The use of reality therapy with a depressed deaf adult. Clinical Case Studies, 12(5), 388-396.
Broshak, A. (2013). The effectiveness of reality therapy group counseling on academic achievement of students. MA thesis in psychology, Islamic Azad University, Quchan Branch, Iran. [Persian]
Caterin L. C. (2008). The effect of reality therapy based group counseling on the self-esteem. Charlottesville: University of Virginia.
Chen, Y. H. & Thompson, M. S. (2003). Confirmatory Factor analysis of school self-concept inventory. Annual Conference of Arizona Educational Research Organization.
Chubdari, A., Kazemi, F. & Pezeshk, S. (2016). The effectiveness of reality therapy on the oppositional defiant disorder (ODD) symptom reduction among the students of the fifth and sixth grade in the city Tehran. Psychology of Exceptional Individuals, 6(21). 60-71. [Persian]
Eslami, R., Hashemian, P., Jarahi, L. & Modarres Gharavi, M. (2013). Effectiveness of group reality therapy on happiness and quality of Life in unsupervised adolescents in Mashhad. Medical Journal of Mashhad University of Medical Sciences, 56(5), 300-306. [Persian]
Esmkhani Akbarinezhad, H., Etemadi, A. & Nasirnezhad, F. (2015). The effectiveness of reality therapy group counseling on women's anxiety. Quarterly Journal of Psychological Studies, 10(2), 73-88. [Persian]
Farmani, F., Taghavi, H., Fatemi, A. & Safavi, S. (2016). The efficacy of group Reality therapy on reducing stress, anxiety and depression in patients with multiple sclerosis (MS). International Journal of Applied Behavioral Sciences, 2(3), 33-38.
Ganji, M. (2013). Abnormal psychology based on DSM-5. Tehran: Savalan Publication. [Persian]
Ghazvini, S. D. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia-Social and Behavioral Sciences, 15, 1034-1039.
Ghoreishi, M. & Behboodi, M. (2017). Effectiveness of group reality therapy on emotion regulation and academic self-efficacy of female students. Community Health, 4(3), 238-49. [Persian]
Glasser, W. & Glasser, C. (2010). The effect of reality therapy based group counseling on the self-esteem. University of Virginia.
Hajloo, N. & Rezaie Sharif, A. (2011). Psychometric properties of Colorado Learning Difficulties Questionnaire (CLDQ). Journal of Learning Disabilities, 5(4), 7-24. [Persian]
Heshmati, R., Onari Asl, R. & Shokrallahi, R. (2016). The effectiveness of group play therapy techniques on state anxiety, positive emotions and general compatibility level in special students with learning disabilities. Journal of Learning Disabilities, 5(4), 141- 147. [Persian]
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49, 508-528.
Khazan, K., Younesi, S. J., Foroughan, M. & Saadati, H. (2015). The effectiveness of training reality therapy concepts on the happiness of elder people. Iranian Journal of Aging (Salmand), 10(3), 174-181. [Persian]
Kianipour, O. & Hosseini, B. (2012). An examination of the effectiveness of choice theory on teachers' teaching effectiveness and student' subsequent academic achievement. International Journal of Choice Theory and Reality Therapy, XXXI (2), 55-63.
Kim, J. (2008). The effects of R/T group counseling program on the internet addiction level and self-esteem of internet addiction university students. International journal of reality therapy, 27(2), 4-12.
Kim, K. (2002). The effect of a reality therapy program on the responsibility for elementary school children in Korea. International Journal of Reality Therapy, 22(1), 30-33.
Lujan, S. K. (2015). Quality counseling: An examination of choice theory and reality therapy. International Journal of Choice Theory and Reality Therapy, 34(2), 17-22.
Mason, C. (2016). Using reality therapy trained group counselors in comprehensive school counseling programs to decrease the academic achievement gap. International Journal of Choice Theory and Reality Therapy, XXXV (2), 14-25.
Masoudi, S., Mirzaei, R., Aminpoor, H., Hafeznia, M. & Majd, M. (2016). Effect of Reality Therapy on Achievement Motivation and Problem-Solving Skills in Students. The Caspian Sea Journal, 10(1), 124-127.
Mateo, N. J., Makundu, G. N., Barnachea, E. A. & Paat, J. (2014). Enhancing self-efficacy of college students through choice theory. International Journal of Choice Theory and Reality Therapy, 32(2), 78-83.
Mehrbakhsh, A. (2010). The effectiveness of reality therapy group counseling on adjustment of students. MA thesis in psychology, University of Tehran, Tehran, Iran. [Persian]
Mollagholamali Hakak, N. (2013). Effectiveness of group reality therapy in increasing the students' happiness. Life Science Journal, 10(1), 577-580.
Nikbakht, E., Abdekhodae, M. & Hasanabadi, H. (2014). Effectiveness of reality therapy group counseling program on academic motivation and procrastination.
Research in Clinical Psychology and Counseling, 3(2), 81-94. [Persian]
Nikdel, F., Kadivar, P., Farzad, V., Arabzadeh, M. & Kavoosian, J. (2012). Relationship between academic self-concept, positive and negative academic emotions with self-regulated learning. Journal of Applies Psychology, 1(21), 103-119. [Persian]
Omizo, M. & Cubberly, W. (1983). The effects of reality therapy classroom meetings on self‐concept and locus of control among learning disabled children. The Exceptional Child, 30(3), 201-209.
Peterson, A. V., Chang, C. H. & Collins, P. L. (1998). The effects of reality theory and choice training on self-concept among Taiwanese university students. International Journal for the Advancement of Counselling, 20, 79-83.
Pour Abdol, S., Sobhi–Gharamaleki, N. & Abbasi, M. (2015). A comparison of academic procrastination and academic vitality in students with and without specific learning disorder. Journal of Learning Disabilities, 4(3), 121-127. [Persian]
Pour Etemad, H. R., Rostami, M. & Babamohammadi, M. (2013). Investigation of psychometric properties of Adult Dyslexia Checklist and Adult Reading Checklist. Journal of Psychological achievements, 4(21), 255-268. [Persian]
Prochaska, J. O. & Norcross, J. C. (2007). Systems of psychotherapy: A trans-theoretical analysis. Australia: Thomson/Brooks/Cole.
Rajabi, S., Narimani, M. & Abolghasemi, A. (2014). Investigation of the effectiveness of neurofeedback therapy on intellectual performance and attention in dyslexic children. Journal of Psychological achievements, 4(22), 1-26. [Persian]
Sadat Bari, N., Bahrinian, S., Azargon, H., Abedi, H. & Aghaei, F. (2013). The effectiveness of reality therapy on resiliency of divorced women in Neyshabour city. International Research Journal of Applied and Basic Sciences, 6(2), 160-164.
Sahebi, A. (2014). Choice theory in school. Tehran: Saye Sokhan Publication. [Persian]
Sepehrian Azar, F. & Saadatmand, S. (2015). The effect of life skills training and group counseling via emotional-behavioral-rational therapy on academic self-concept, achievement motivation and mental health of underachievers. Knowledge & Research in Applied Psychology, 16(1), 66-77. [Persian]
Shafiabadi A., Delavar, A. & Sadrpoushan, N. (2005). Effectiveness of reality group therapy on anxiety reduction in girl students. Knowledge and Research in Applied Psychology, 25, 21-34. [Persian]
Shahim, S. (2006). Wechsler's Revised Intelligence Scale for Children: Adaptation and standardization (4th ed.), Shiraz: Shiraz University Press. [Persian]
Siminghalam, M., Alibakhshi, H. & Ahmadizadeh, Z. (2015). An investigation of bilateral coordination of children with specific learning disorder. Journal of Paramedical sciences & Rehabilitation, 5(1), 7-13. [Persian]
Smaeeli Far, N., Sheikhi, H. & Jafarpour, Z. (2013). Effectiveness of group reality therapy in increasing the students' happiness. International Journal of Psychology and Behavioral Research, 2(2), 65-70.
Stoeber, J. & Rambow, A. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and Individual Differences, 42, 1379-1389.
Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C. & Pennington, B. F. (2011). Colorado Learning Difficulties Questionnaire: Validation of a parent-report screening measure. Psychological Assessment, 3, 778-791.
Wubbolding, R. E. (2013). Choice theory/reality therapy: Issues to ponder. International Journal of Choice Theory and Reality Therapy, 32(2), 7-10.
Wubbolding, R. E., Robey, P. & Brickell, J. (2010). A partial and tentative look at the future of choice theory, reality therapy and lead management. International Journal of Choice Theory and Reality Therapy, 19(2), 25-34.