Al-Khateeb, A. A., Alshurman, W. M., & Al-Saree, I. I. A. (2020). Emotional Intelligence Levels among Hearing-Impaired and Visually Impaired Students in Jordan. Journal of Education and e-Learning Research, 7, 395-406.
Alshuaib, W. B., Al-Kandari, J. M., & Hasan, S. M. (2015). Classification of Hearing Loss. In Bahmad F. (Ed.), Update on Hearing Loss. London: Intech Open.
Asghari, A., Farhadi, M., Daneshi, A., Khabazkhoob, M., Mohazzab-Torabi, S., Jalessi, M., & Emamjomeh, H. (2017). The Prevalence of Hearing Impairment by Age and Gender in a Population-based Study. Iranian Journal of Public Health, 46, 1237-1246.
Absalan, A., Pirasteh, I., Dashti Khavidaki, G. A., Asemi rad, A., Nasr Esfahani, A. A., & Nilforoush, M. H. (2013). A Prevalence Study of Hearing Loss among Primary School Children in the South East of Iran. International Journal Otolaryngology, 2013, 1-4
Akram, B., & Hameed, A. (2014). Adaptive Emotional Abilities of Adolescents with Hearing Impairment. Pakistan Journal of Psychological Research, 29, 103-123.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th Ed.). Arlington, VA: American Psychiatric Publishing. 189–195.
Ariapooran, S. (2021). Advance Psychology, cognitive, behavior, emotion. Iran, Tehran: Arjmand Publication, 1ed.
Ariapooran, S. (2017). Mathematics Motivation, Anxiety, and Performance in Female Deaf/HH and Hearing Students. Communication Disorders Quarterly, 38, 172-178.
Ariapooran, S. (2016). Comparing the emotion expression, emotional literacy, and social self-efficacy in children with and without learning disabilities. Journal of Learning Disabilities, 5, 129-135.
Ariapooran, S., & Khezeli, M. (2021). Symptoms of anxiety disorders in Iranian adolescents with hearing loss during the COVID-19 pandemic. BMC psychiatry, 21(1), 1-5.
Azab, S. N., Kamel, A., & Abdelrhman, S. S. (2015). Correlation between anxiety related emotional disorders and language development in hearing-impaired egyptian arabic speaking children. Communication Disorders, Deaf Studies & Hearing Aids, 3, 137-143.
Bigdeli, Z., & Salahi, S. (2011). The information needs of deaf and HH in the special schools of Shiraz from the viewpoint of their teachers. Research on Information Science and Public Libraries, 17, 495-516.
Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): a replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1230–1236.
Contrera, K. J., Betz, J., Deal, J., Choi, J. S., Ayonayon, H. N., Harris, T., … &
Lin, F. R. (2017). Association of Hearing Impairment and Anxiety in Older Adults
. Journal of Aging Health, 29, 172-184.
Di Bacco, K. (2017). Exploring the self-regulatory behaviors of elementary students with hearing loss in inclusive classrooms. Unpublished Thesis dissertation, The University of Western Ontario.
Dyck, M. J., Farrugia, C., Shochet, I. M., & Holmes-Brown, M. (2004). Emotion recognition/ understanding ability in hearing or vision-impaired children: do sounds, sights, or words make the difference? Journal of Child Psychology and Psychiatry, 45, 789-800.
Elwey, M. E. S. M., SobhySorour, A., Abo-Alsood, A., & Mahmoud, S. F. (2021). Social Competence in Children: Difference between Normal and Hearing Impaired. Annals of the Romanian Society for Cell Biology, 25, 18811-18822.
Faupel, A. (2003). Emotional Literacy: Assessment and Intervention, ages 7-11. London: NferNelson Publicsing Company Ltd.
Freitas, E., Simões, C., Santos, A. C., & Mineiro, A. (2022). Resilience in deaf children: A comprehensive literature review and applications for school staff. Journal of Community Psychology, 50, 1198-1223.
Ghosh, A. (2016). Expressive differences for emotions in hearing impaired and with hearing individuals. Revista da Associação Portuguesa de Psicologia, 30, 25-32
Jordan, P., Aston-James, C., & Ashkanasy, N. (2006). Evaluating the claims: Emotional Intelligence in the workplace. In Murphy, K. R. (Eds.), a critique of Emotional Intelligence: What are the problems and how can them be fixed. Psychology press.
Kluwin, T. N., Stinson, M. S., & Coloarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7, 200-213.
Knowler, C., & Frederickson, N. (2013). Effects of an emotional literacy intervention for students identified with bullying behavior. Educational Psychology, 33, 862-883.
Li, H., & Prevatt, F. (2010). Deaf and hard of hearing children and adolescents in China: their fears and anxieties. American Annals of the Deaf, 155, 458-66.
Lindquist, K. A., MacCormack, J. K., & Shablack, H. (2015). The role of language in emotion: Predictions from psychological constructionism. Frontiers in Psychology, 6, 444-461.
Malkoç, A., & Aydın Sünbül, Z. (2020). The relationship between emotional literacy, cognitive flexibility and counseling self-efficacy of senior students in psychology and psychological counseling and guidance. Educational Research and Reviews, 15(1), 27-33.
Mekonnen, M., Hannu, S., Elina, L., & Matti, K. (2015). Socio-emotional Problems Experienced by Deaf and Hard of Hearing Students in Ethiopia. Deafness & Education International, 17, 155-162.
Netten, A. P., Rieffe, C., Theunissen, S. C., Soede, W., Dirks, E., Briaire, J. J., & Frijns, J. H. (2015). Low empathy in deaf and hard of hearing (pre)adolescents compared to normal hearing controls. PLoS One. 23, 10, e0124102.
Penza-Cliyve, S., & Zeman, J. (2002). Initial Validation of Emotion Expression Scale for Children (EESC). Journal of Clinical Child and Adolescent Psychology, 31, 540-547
Serra, A., Spinato, G., Cocuzza, S., Licciardello, L., Pavone, P., & Maiolino L. (2017). Adaptive psychological structure in childhood hearing impairment: Audiological correlations. Acta Otorhinolaryngologica Italica. 37, 175-179.
Sidera, F., Morgan, G., & Serrat, E. (2020). Understanding pretend emotions in children who are deaf and hard of hearing. The Journal of Deaf Studies and Deaf Education, 25(2), 141-152.
Terlektsi, E., Kreppner, J., Mahon, M., Worsfold, S., & Kennedy, C. R. (2020). Peer relationship experiences of Deaf and hard-of-hearing adolescents. The Journal of Deaf Studies and Deaf Education, 25(2), 153-166.
Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59, 25-52.
Kushalnagar, P., Reesman, J., Holcomb, T., & Ryan, C. (2019). Prevalence of anxiety or depression diagnosis in deaf adults. The Journal of Deaf Studies and Deaf Education, 24(4), 378-385.
Wiefferink, C. H., Rieffe, C., Ketelaar, L., De Raeve, L., & Frijns, J. H. (2013). Emotion understanding in deaf children with a cochlear implant. Journal of Deaf Studies and Deaf Education, 18, 175-186.
World Health Organization. (2021). Deafness and hearing loss. Retrieved from https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss.
World Health Organization. (2013). Multi-country assessment of national capacity to provide hearing care. Geneva: WHO.
)