افضلخانی، م.، . قدوسی، س. (1402). اثربخشی راهبردهای فراشناختی بر خودکارآمدی و باورهای انگیزشی در دانش آموزان با اختلالات یادگیری.
برنامه ریزی و آموزش یادگیرنده محور، 2(4)، 1-10.
[DOI.org/10.22034/cipj.2023.57194.1090]
زارع، ا.، حیدری، ح.، داوودی، ح.، و معینی کیا، م. (1401). مدلیابی تأثیر خودارزیابی بر پیشرفت درس ریاضی دانش آموزان دوره دوم متوسطه با میانجیگری خودتنظیمی و خودکارآمدی ریاضی.
فصلنامه روانشناسی مدرسه و آموزشگاه. 11(2)، 62-70.
[DOI.org/10.22098/jsp.2022.1717]
جولائیها، ن.، جان بزرگی، م.، علیپور، ا.، پسندیده، ع. (1400). مقایسه میزان اثربخشی فرزندپروری چندبعدی معنوی خداسو و فرزندپروری مثبت بر حرمت خود، خودکارآمدی و خود مهارگری کودکان دارای والدین پراسترس.
مجله تحقیقات رفتاری، 19(2)، 292-276.
https://rbs.mui.ac.ir/article-1-1025-fa.pdf
شیرافکن اجیرلو، س.، شمشیری، م.، و مولائی، ب. (1401). بررسی ارتباط هوش معنوی، شیوه فرزندپروری والدین و رفتارهای پرخطر در دانشآموزان مقطع متوسطه مشکین شهر.
فصلنامه روانشناسی مدرسه و آموزشگاه، 11(2)، 71-82.
[DOI.org/10.22098/jsp.2022.1700]
عزیزینژاد، ب.، دیوبند، ا. (1401). الگوی علی نقش میانجی خالقیت در تأثیر سبک های فرزندپروری بر پیشرفت تحصیلی و همنوایی تحصیلی دانش آموزان.
فصلنامه روانشناسی مدرسه و آموزشگاه، 11(4)، 106-118.
https://jsp.uma.ac.ir/article_1608.html?lang=en
علی اکبری دهکردی، م.، کاکاجویباری، ع.ا.، محتشمی، ح.، و یکدله پور، ن. (1393). اثربخشی برنامه فرزندپروری مثبت بر تنیدگی والدینی در مادران کودکان با آسیب شنوایی.
مجله شنوایی شناسی، 6(23)، 66-75.
https://aud.tums.ac.ir/article-1-5167-fa.html
علی پور، ف.، نجاتی، و.، دهرویه، ش.، مرادعلیان، ف.، بداقی، ا. (1399). تنظیم شناختی هیجان و مشکلات رفتاری در کودکان 7 تا 12 سال با نارسایی ویژه در یادگیری ریاضی، خواندن و نوشتن.
فصلنامه کودکان استثنایی، 20(1)، 98-87.
http://joec.ir/article-1-1113-fa.html
جرسوزه، غ.، یار احمدی، ی.، احمدیان، ح.، اکبری، م. (1402). تدوین مدل علی بهزیستی تحصیلی بر اساس خودتنظیمی انگیزشی و خودکارآمدی هیجانی با نقش واسطه‌ای سرسختی تحصیلی در دانش آموزان
. فصلنامه روانشناسی مدرسه و آموزشگاه. 12(2)، 59-74
. [DOI.org/10.22098/jsp.2023.6956.4131]
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