ابراهیمی، امین؛ سرداری، باقر. (1400). «اثربخشی یادگیری سازگار با مغز بر یادگیری خودتنظیمی و درگیری تحصیلی دانش‌آموزان متوسطه اول». دوفصلنامه راهبردهای شناختی در یادگیری، (16)9، 139-158.
بیگی، رضوان. (1395). پیش‌بینی درگیری تحصیلی براساس راهبردهای یادگیری خودتنظیمی و باورهای خودکارآمدی در دانشجویان. پایان‌نامه کارشناسی ارشد روانشناسی دانشگاه آزاد شیراز.
رفیعی‌نیا، پروین؛ رسولزاده طباطبایی، کاظم و آزادفلاح، پرویز. (1384). «رابطه سبک‌های ابراز هیجان با سلامت عمومی در دانشجویان». مجله روانشناسی، 37(1)، 35-22.
صحرائیان، کیمیا .(1390).
پیش‌بینی اعتیاد به اینترنت بر پایۀ پرخاشگری، خودکنترلی و صفات شخصیتی خودشیفته، پایان‌نامه کارشناسی ارشد، دانشگاه علامه طباطبائی.
عبدی، اکبر؛ رحمیکی، زهرا؛ کریمیان، نادرو بهمنی، بهمن. (1394). «رابطه مسؤولیت‌پذیری، خودکنترلی و تعهد زناشویی». دانشنامه اطلاعات روانشناسی و مشاوره، 25(2)، 45-31.
عدالتی شاطری؛ زهره، اشکانی؛ نجمه و مدرس غروی، مرتضی. (1388). «بررسی رابطه بین نگرانی مرضی، شیوه‌های حل مسئله و افکار خودکشی در نمونه غیربالینی». مجله علمی دانشگاه علوم پزشکی کردستان، دوره 14 شماره 1، 92-100.
عظیم‌پور، احسان؛ اوضاعی، نسرین؛ عصاره، علیرضا. (1400). «ارائه مدل علی برای پیش‌بینی پیشرفت تحصیلی بر اساس متغیرهای حل مسأله و جرأت‌ورزی دانش‌آموزان با واسطه‌گری تاب‌آوری تحصیلی». دوفصلنامه راهبردهای شناختی در یادگیری، (16)9، 138-119.
موسوی مقدم، سید رحمت‌الله. (1394). «بررسی رابطه هوش معنوی با خودکنترلی و مکانیسم‌های دفاعی در دانش آموزان دختر سال سوم متوسطه». مجله علوم پزشکی دانشگاه آزاد اسلامی، 25(1)، 59-64.
Borgonovi, F., Ferrara, A. (2020). “Academic achievement and sense of belonging among non-native-speaking immigrant students: The role of linguistic distance”. Learning and Individual Differences, 81, 101911.
Cassidy, T., Long, C. (1996). “Problem‐solving style, stress and psychological illness: Development of a multifactorial measure”. British journal of clinical psychology, 35(2), 265-277.
Chapple, C. & Hope, T. L. (2015). “An analyais of the self-control and veracity of ganged and dating violence offender, violence and victim”. Journal of Psychology and health. 18, 540-581.
Corcoran, K. O. C., Mallinckrodt, B. (2000). “Adult attachment, self‐efficacy, perspective taking, and conflict resolution”. Journal of Counseling & Development, 78(4), 473-483.
Datu, J. A. D., & King, R. B. (2018). “Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study”. Journal of school psychology, 69, 100-110.
Ekman, P., Davidson, R. J. (1994). “Affective science: A research agenda”. The nature of emotion: Fundamental questions, 411-430.
Gremmen, M. C., Van den Berg, Y. H., Steglich, C., Veenstra, R., & Dijkstra, J. K. (2018). “The importance of near-seated peers for elementary students' academic engagement and achievement”. Journal of Applied Developmental Psychology, 57, 42-52.
Jia, L., Hirt, E. R., & Fishbach, A. (2019). “Protecting an important goal: When prior self-control increases motivation for active goal pursuit”. Journal of Experimental Social Psychology, 85, 103875.
Kim, S., Choe, I., & Kaufman, J. C. (2019). “The development and evaluation of the effect of creative problem-solving program on young children’s creativity and character”. Thinking Skills and Creativity, 33, 100590.
King, L. A., & Emmons, R. A. (1990). “Conflict over emotional expression: Psychological and physical correlates”. Journal of personality and social psychology, 58(5), 864-877.
Konishi, H., Froyen, L. C., Skibbe, L. E., & Bowles, R. P. (2018). “Family context and children’s early literacy skills: The role of marriage quality and emotional expressiveness of mothers and fathers”. Early Childhood Research Quarterly, 42, 183-192.
Lam, S. F.,
Jimerson, S.,
Wong, B. P.,
Kikas, E.,
Shin, H.,
Veiga, Fh.,
Hatzichristou, C.,
Polychroni, F.,
Cefai, C.,
Negovan, V.,
Stanculescu, E.,
Yang, H.,
Liu, Y.,
Basnett, J.,
Duck, R.,
Farrell, P.,
Nelson, B.,
Zollneritsch, J. (2014). “Understanding and measuring student engagement in school: the results of an international study from 12 countries”.
School Psychology Quarterly, 29(2), 213-32.
Lawson, C., Salter, A., Hughes, A., & Kitson, M. (2019). “Citizens of somewhere: Examining the geography of foreign and native-born academics’ engagement with external actors”. Research policy, 48(3), 759-774.
Lewis, M. (2015). The emergence of human emotions. In: M. Lewis and J.M. Haviland, (Eds). Hand book of emotions. New York. 2rd: 265-280.
Li, L., Chen, X., Li, H. (2020). “Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model”. Children and youth services review, 113, 104946.
Li, S., Lajoie, S. P., Zheng, J., Wu, H., Cheng, H. (2021). “Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving”. Computers & Education, 163, 104114.
Liu, S., & Liu, M. (2020). “The impact of learner metacognition and goal orientation on problem-solving in a serious game environment”. Computers in Human Behavior, 102, 151-165.
Mayer, J. D., and Salvay. P. (2002). What is emotional intelligence?Emotional development and emotional intelligence: implications for educator. New York: Basic books.
Metzger, I. W., Cooper, S. M., Griffin, C. B., Golden, A. R., Opara, I., & Ritchwood, T. D. (2020). “Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents”. Journal of school psychology, 82, 36-48.
Milojevich, H. M., & Haskett, M. E. (2018). “Longitudinal associations between physically abusive parents’ emotional expressiveness and children’s self-regulation”. Child abuse & neglect, 77, 144-154.
Moilanen, K. L., DeLong, K. L., Spears, S. K., Gentzler, A. L., & Turiano, N. A. (2021). “Predictors of initial status and change in self-control during the college transition”. Journal of Applied Developmental Psychology, 73, 101235.
Moll, T., & Davies, G. L. (2021). “The effects of coaches' emotional expressions on players' performance: Experimental evidence in a football context”. Psychology of Sport and Exercise, 54, 101913.
Weisman, J. S., Rodebaugh, T. L., Brown, P. J., & Mulligan, E. A. (2015). “Positive affect and social anxiety across the lifespan: An investigation of age as a moderator”. Clinical gerontologist, 38(1), 1-18.
Palm, M. H., Latendresse, S. J., Chung, T., Hipwell, A. E., & Sartor, C. E. (2021). “Patterns of bi-directional relations across alcohol use, religiosity, and self-control in adolescent girls”. Addictive Behaviors, 114, 106739.
Park, I. J., Doan, T., Zhu, D., & Kim, P. B. (2021). “How do empowered employees engage in voice behaviors? A moderated mediation model based on work-related flow and supervisors’ emotional expression spin”. International Journal of Hospitality Management, 95, 102878.
Perkmann, M., Salandra, R., Tartari, V., McKelvey, M., & Hughes, A. (2021). “Academic engagement: A review of the literature 2011-2019”. Research Policy, 50(1), 104114.
Pöysä, S., Poikkeus, A. M., Muotka, J., Vasalampi, K., & Lerkkanen, M. K. (2020). “Adolescents' engagement profiles and their association with academic performance and situational engagement”. Learning and Individual Differences, 82, 101922.
Rai, T. S. (2019). “Higher self-control predicts engagement in undesirable moralistic aggression”. Personality and individual differences, 149, 152-156.
Reeve, J., Cheon, S. H., & Jang, H. (2020). “How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power”. Contemporary Educational Psychology, 62, 101899.
Robayo-Tamayo, M., Blanco-Donoso, L. M., Román, F. J., Carmona-Cobo, I., Moreno-Jiménez, B., & Garrosa, E. (2020). “Academic engagement: A diary study on the mediating role of academic support”. Learning and Individual Differences, 80, 101887.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). “High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success”. Journal of personality, 72(2), 271-324.
Walsh, J. N., & Rísquez, A. (2020). “Using cluster analysis to explore the engagement with a flipped classroom of native and non-native English-speaking management students”. The International Journal of management Education, 18(2), 100381.
Wang, M., Deng, X., & Du, X. (2018). “Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement”. Journal of school psychology, 67, 16-30.
Wang, J., Chen, Y., & Dai, B. (2021). “Self-esteem predicts sensitivity to dynamic changes in emotional expression”. Personality and Individual Differences, 173, 110636.
Kennedy-Moore, E., & Watson, J. C. (2001). “How and when does emotional expression help?”. Review of general psychology, 5(3), 187-212.
Yim, S. Y., & youn Ahn, T. (2018). “Teaching English in a foreign country: Legitimate peripheral participation of a native English-speaking teacher”. System, 78, 213-223.
Zhen, R., Li, L., Ding, Y., Hong, W., & Liu, R. D. (2020). “How does mobile phone dependency impair academic engagement among Chinese left-behind children?”. Children and Youth Services Review, 116, 105169.
)
