تدوین مدل ساختاری خودپنداره تحصیلی براساس ابعاد هویت در دانش آموزان

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Alvarez-Diaz, M., Gallego-Acedo, C., Fernandez-Alonso, R., Muniz, J., & Fonseca-Pedrero, E. (2022). Network analysis: An alternative to classic approaches for education systems evaluation. Psicología educativa, 28(2), 165-173. https://doi.org/10.5093/psed2021a16

Chen, T. H., Hsiao, R. C., Liu, T. L., & Yen, C. F. (2019). Predicting effects of borderline personality symptoms and self-concept and identity disturbances on internet addiction, depression, and suicidality in college students: A prospective study. Kaohsiung Journal of Medical Sciences, 35(6), 508-514. https://doi.org/10.1002/kjm2.12082

García-Martínez, I., Augusto-Landa, J. M., Quijano-López, R., & León, S. P. (2022). Self-Concept as a Mediator of the Relation Between University Students' Resilience and Academic Achievement. Frontiers in psychology, 12, 747168. https://doi.org/10.3389/fpsyg.2021.747168

Gholamrezaei, S., Abdollahi Moghadam, M., & Sohrabian, T. (2018). A comparative study of the relationship between identity dimensions and life satisfaction in Farhangian University students. Biannual Scientific-Research Journal of Educational and School Studies, 4(13), 147-163. https://pma.cfu.ac.ir/article_569.html?lang=en

Greenaway, K. H., Kalokerinos, E. K., Hinton, S., & Hawkins, G. E. (2021). Emotion experience and expression goals shape emotion regulation strategy choice. Emotion, 21(7), 1452-1469. https://doi.org/10.1037/emo0001012

Gunuc, S., & Kuzu, K. (2017). Confirmation of campus-class-technology model in student engagement: A path analysis. Computers in human Behavior, 5(4), 114-125. https://doi.org/10.1016/j.chb.2015.01.041

Hayward, L. E., Vartanian, L. R., Kwok, C., & Newby, J. M. (2020). How might childhood adversity predict adult psychological distress? Applying the Identity Disruption Model to understanding depression and anxiety disorders. Journal of affective disorders, 265, 112-119. https://doi.org/10.1016/j.jad.2020.01.036

Kritikou, M., & Giovazolias, T. (2022). Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1057697

Lee, A., Wong, Y., & Seng Neo, X. (2024). The Role of Educational Institutions in Shaping Student Self-Perception [Research Article]. Iranian Journal of Educational Sociology, 7(2), 57-64. https://doi.org/10.61838/kman.ijes.7.2.8

Lohbeck, A., & Moschner, B. (2022). Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? Eur J Psychol Educ, 37, 1217-1236. https://doi.org/10.1007/s10212-021-00583-9

Morales-Rodríguez, F. M., & Pérez-Mármol, J. M. (2019). The Role of Anxiety, Coping Strategies, and Emotional Intelligence on General Perceived Self-Efficacy in University Students. Frontiers in psychology, 10, 1689. https://doi.org/10.3389/fpsyg.2019.01689

Ramezani Far, S., Erfani, N., & Karimi Khouygani, R. (2024). The Mediating Role of Academic Engagement in the Relationship between Academic Identity and Sense of School Belonging in Second-Year High School Female Students. Rooyesh-e Ravanshenasi Journal (Growth of Psychology), 13(5), 145-156. https://doi.org/10.61838/kman.jayps.5.11.2

Salman, H., Mehdad, A., Naser Khalifeh, H., & Manshaee, G. (2024). The Effect of Academic Self-Concept, Academic Resilience, and Academic Engagement on the Academic Performance of Wasit University Students: The Mediating Role of Emotional Self-Regulation and the Moderating Role of Self-Esteem. Journal of Research and Innovation in Education and Development, 4(1), 55-70. https://doi.org/10.61838/jsied.4.1.1

Soleimani, M., Ghadampour, E., & Abbasi, M. (2024). A causal model of successful academic identity based on family emotional climate: The role of mindfulness as a mediating variable. Family and Research Journal, 21(3), 161-178. https://qjfr.ir/article-1-2207-fa.html

Steinberg, O., Kulakow, S., & Raufelder, D. (2024). Academic self-concept, achievement, and goal orientations in different learning environments. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00825-6

Wang, L., & Yan, F. (2018). Emotion regulation strategy mediates the relationship between goal orientation and job search behavior among university seniors. Journal of Vocational Behavior, 108, 1-12. https://doi.org/10.1016/j.jvb.2018.05.011

Wright, L., Lari, L., Iazzetta, S., Saettoni, M., & Gragnani, A. (2022). Differential diagnosis of borderline personality disorder and bipolar disorder: Self-concept, identity and self-esteem. Clinical Psychology & Psychotherapy, 29(1), 26-61. https://doi.org/10.1002/cpp.2591

Zandi, N., Karwowski, M., Forthmann, B., & Holling, H. (2022). How stable is the creative self-concept? A latent state-trait analysis. Psychology of Aesthetics, Creativity, and the Arts, No Pagination Specified-No Pagination Specified. https://doi.org/10.1037/aca0000521

Zhang, H. (2024). Psychological Wellbeing in Chinese University Students: Insights Into the Influences of Academic Self-Concept, Teacher Support, and Student Engagement. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1336682