استالارد، پل( 2005 ). درمان شناختی- رفتاری با کودکان و نوجوانان (ترجمه ی حمید علیزاده و علی محمد
گودرزی، 1389 ). تهران: نشر دانژه.
زاهد، عادل؛ رجبی، سعید؛ و امیدی، مسعود( 1391 ). مقایسه ی سازگاری اجتماعی، هیجانی، تحصیلی و
یادگیری خودتنظیمی در دانش آموزان با و بدون ناتوانی یادگیری. مجل هی ناتوان یهای یادگیری، 1
.43 -62 ،(2)
علایی خرایم، رقیه؛ نریمانی، محمد؛ و علایی خرایم، سارا( 1391 ). مقایسه ی باورهای خودکارآمدی و
انگیزه ی پیشرفت در میان دان شآموزان با و بدون ناتوانی یادگیری. مجل هی ناتوان یهای یادگیری،
.85-104 ،(3)1
فلاح چای، حمیدرضا( 1373 ). بررسی اختلال خواندن و نوشتن در بین دان شآموزان ابتدای . ی پایان نامه
کارشناسی ارشد روان شناسی عمومی، دانشگاه تربیت مدرس.
لطیفی، زهره؛ امیری، شعله؛ ملک پور، مختار؛ و مولوی، حسین( 1388 ). اثربخشی آموزش حل مسئله ی
شناختی- اجتماعی بر بهبود روابط بین فردی، تغییر رفتارهای اجتماعی و ادراک خودکارآمدی
.70-84 ،(3) دانش آموزان مبتلا به ناتوانی یادگیری. تاز ههای علوم شناختی، 11
Journal of Learning Disabilities, Autumn 2012 مجله ی ناتوانی های یادگیری، پاییز 1391
Vol.2, No.1/6-24 6-24/ دوره ی 2، شماره ی 1
23
محمد اسماعیل، الهه( 1378 ). انطباق و هنجارگزینی آزمون پیشرفت تحصیلی ریاضی ایران کی -مت
تهران: پژوهشکده کودکان استثنایی.
Banks, R. (2006). Psychotherapeutic interventions for people with learning disabilities. The
journal of psychiatry. Elsevier Ltd 5, 10.
Bloom, B. S. (1982). Human characteristics and school learning. New York: McGraw-
Hill.
Chapman, James. W., & Boersma, Frederic, J. (1979). Self – Perception of ability,
expectations and locus of control in elementary learning disabled children. Paper
presented at the annual meeting of the American educational research association.
Sanfrancisco, California.
Dunn, P. B., & Shapiro, S. K. (1999). Gender differences in the achievement goal
orientation of ADHD children. Cognitive therapy and Research, 23, 327-344.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social,
emotional, and academic adjustment of children with learning disabilities. The Arts in
psychotherapy, 37, 97-105.
Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998). Motivation and self-regulation: A
comparison of students with learning and behavior problems. Remedial and Special
Education, 19, 300–309.
Heath, N. L., & Ross, S. (2000). Prevalence and expression of depressive symptomatology
in students with and without learning disabilities. Learning Disability Quarterly, 23,
24–36.
Magyar-Moe, J. (2009). Therapists guided to positive psychological interventions. New
York, Elsevier.
Miranda, A., Villaescusa, M. I., Vidal-Abarca, E. (1997). Is attribution retrairing necessary?
Use of self regulation procedures for enhancing the reading comprehension strategies of
children with learning disabilities. Journal of Learning Disabilities, 30(5), 503-512.
Nicki, G. (1996). Learned Helplessness and Attribution for Success and Failure in LD
Students. National Center for Learning Disabilities.
Olivier, M. A. J., & Steenkamp, D. S. (2004). Attention-dificit/hyperactivity disorder:
Underlying deficit in achievement motivation. International Journal for the
Advancement of Counselling, 26, 47-63.
Pearl, R. (1982). LD children attributions for success and failure: A replication with a
labeled LD sample. Learning Disability Quarterly, 5, 173-176.
Pearl, R., Bryan, T., & Donahue, M. (1980). learning disabled children attributions for
success and failure. Learning Disability Quarterly, 3, 3-9.
Peterson, I., Maier, S. F., Seligman, M. E. P. (1993). Learned helplessness: A theory for the
age of personal control. New York: Oxford University Press.
Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in
motivation and cognition in student with and without learning disabilities. Journal of
Learning Disabilities, 27, 360-370.
Riddick, B., Sterling, C., Farmer, M., & Morgan, S. (1999). Self-esteem and anxiety in the
educational histories of adult dyslexic students. Dyslexia, 5, 227–248.
Sideridis, G. D. (2006). Classroom goal structures and hopelessness as predictors of day-today
experience at school: Differences between students with and without learning
disabilities. Department of psychology. University of Crete.
Sideridis, G. D. (2007). Why are student with LD depressed? Journal of Learning
Disabilities. Hammill Institute on disabilities.
Sideridis, G. D., Morgan, P., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Prediction of
students with LD based on metacognition, motivation, emotions and psychopathology:
A ROC analysis. Journal of Learning Disabilities, 39, 215–229.
Snyder, C. R, Lopez, S. J.(2007). Positive Psychology: The Scientific and Practical
Explorations of Human Strengths. Thousand Oaks.
Tarnowski, K. J., & Nay, S. M. (1989). Locus of control in children with learning
disabilities and hyperactivity: A subgroup analysis. Journal of Learning Disabilities,
22(6), 381-383.
Valas, H. (2001). Learned helplessness and psychological adjustment: Effects of learning
disabilities and low achievement. Scandinavian Journal of Educational Research, 45,
101–114.
Zealand. A. (2004). Relationships among achievement, perceptions of control, selfregulation,
and self-determination of students with and without the classification of
learning disabilities. Submitted for the degree of doctor of philosophy of the graduate
school of arts and sciences. Columbia University.