امیدوار، ه.، امیدوار، خ و امیدوار، ع. (1391). تعیین اثربخشی آموزش راهبردهای مدیریت زمان بر سلامت روانی و انگیزش پیشرفت تحصیلی دانش آموزان.
مجله روان شناسی مدرسه، 2(3)، 6-22.
http://jsp.uma.ac.ir/article_69.html
بشرپور، س.، احمدی، ش و حیدری، ف. (1399).
الگوی روابط ساختاری استفاده اعتیادی از شبکه های اجتماعی بر اساس طرد اجتماعی و جو عاطفی خانواده با نقش میانجی چشم‌انداز زمانی و کمرویی. طرح پژوهشی دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی.
http://repository.uma.ac.ir/id/eprint/12193
بشرپور، س.، امانی، ش.، حیدری، ف و حاجیلو، ج. (1396). مقایسه‌ی نارسایی‌های مرتبط با یادگیری خود راهبر در دانش‌آموزان مبتلا و غیرمبتلا به اختلالات یادگیری ویژه.
ناتوانی‌های یادگیری، 6(3)، 53-68.
[DOI.org/10.22098/jld.2017.519]
رود، س. خ. م. گ.، قدمپور، ع. ا.، صادقی، م.، عباسی، م و غضنفری، ف. (1399). بررسی ویژگی های روان سنجی مقیاس طرد همسالان در پایۀ ششم ابتدائی.
فصلنامه اندازه‌گیری تربیتی، 10(38)، 147-163.
[DOI.org/10.22054/jem.2020.39641.1895]
علایی، پ. (1392). بررسی اثربخشی آموزش مدیریت شرم در چارچوب برنامه‌ی pegs در تعامل با شیوه‌های فرزند پروری و کیفیت ارتباط معلم – دانش‌آموز بر قلدری در مدرسه. رساله دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز.
و فوری، ج. (1398). بررسی تأثیرآموزش مهارت های مطالعه برنامه ریزی و مدیریت زمان و روش تمرکز و حافظه بر میزان پیشرفت تحصیلی وانگیزش پیشرفت دانش آموزان ایرانی ساکن کشور تاجیکستان در مقطع ابتدایی.
روانشناسی مدرسه، 8(2)، 156-173.
http://jsp.uma.ac.ir/article_818.html
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