نقش فشار اجتماعی و انتظارات والدین در احساس پوچی و بی‌انگیزگی تحصیلی در دانش‌آموزان دارای افت تحصیلی

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Adefisayo, A. J. (2024). Perceived Influence Of Gender, Increased Responsibility, Fear Of Failure And Social Comparison As Predictor For After-School Achievement Anxiety Among Fuoye Undergraduates. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5023215

Aftakhari, H., Rezaeifard, A., & Izadi, S. (2024). Examining the relationship between parenting styles and academic achievement with the mediating role of students' self-esteem. Research in Teaching Methods, 2(3), 141-171. https://jrim.qom.ac.ir/article_3205.html

Barani, Z., Gorkaz, M., & Ma'toufi, A. (2022). The impact of social pressure and risk-taking propensity on decisions in financial reporting. Journal of Financial Accounting, 9(2), 169-192. https://jfak.journals.ikiu.ac.ir/article_2789.html

Brittain, H., & Vaillancourt, T. (2023). Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodological considerations and analytical approaches for identifying temporal priority. Advances in Child Development and Behavior, 64, 327-355. https://doi.org/10.1016/bs.acdb.2022.11.003

Cordeiro, A. R. (2025). Erratum-This erratum corrects the article: Territorial socioeconomic contexts, education, and academic failure in the Coimbra Region Intermunicipal Community (Portugal). Educação E Pesquisa, 51(00), e231821Ee. https://www.revistas.usp.br/ep/article/download/234335/212387

Dockery, A. M., Koshy, P., & Li, I. W. (2022). Parental expectations of children's higher education participation in Australia. British Educational Research Journal, 48(4), 617-639. https://doi.org/10.1002/berj.3786

Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students' academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109-130. https://doi.org/10.1007/s10212-022-00601-4

He, W., & Shi, D. (2025). Influence of perceived parental views of failure on academic resilience among middle school students: a moderated mediation model. Frontiers in psychology, 16, 1532332. https://doi.org/10.3389/fpsyg.2025.1532332

Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students' school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, 102140. https://doi.org/10.1016/j.lindif.2022.102140

Iman Zadeh, A., Alipour, S., & Mohammadzadeh, S. (2019). Exploring the experiences of female graduate students from the University of Tabriz regarding feelings of emptiness and meaninglessness: A phenomenological study. Women and Family Studies, 12(43), 125-154. https://journals.iau.ir/article_668808.html

Jawadi, Z., He, R., Srivastava, P. K., Fonarow, G. C., Khalil, S. O., Krishnan, S., & Nsair, A. (2024). Predicting in-hospital mortality among patients admitted with a diagnosis of heart failure: a machine learning approach. ESC Heart Failure, 11(5), 2490-2498. https://doi.org/10.1002/ehf2.14796

Jeynes, W. H. (2024). A meta-analysis: The relationship between the parental expectations component of parental involvement with students' academic achievement. Urban Education, 59(1), 63-95. https://doi.org/10.1177/00420859211073892

Kurer, T., & Van Staalduinen, B. (2022). Disappointed expectations: Downward mobility and electoral change. American Political Science Review, 116(4), 1340-1356. https://doi.org/10.1017/S0003055422000077

Loveday, V. (2023). Luck and precarity: Contextualising fixed-term academics' perceptions of success and failure Universities in crisis: Academic professionalism in uncertain times. https://doi.org/10.5040/9781350250024.ch-4

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Mingo, S. R. (2023). Understanding pre-entry baccalaureate nursing students' academic failure: Applying Kübler-Ross's stages of grief. Teaching and Learning in Nursing, 18(1), 228-231. https://doi.org/10.1016/j.teln.2022.10.003

Morelli, M., Chirumbolo, A., Baiocco, R., & Elena, C. (2021). Academic failure: Individual, organizational, and social factors. Psicología educativa, 27(2), 167-175. https://doi.org/10.5093/psed2021a8

Noori, T., Vakili, K., & Mohammadi, H. (2023). Investigating the various causes of student demotivation and ways to address it. Proceedings of the Twelfth National Conference on New Research in Education, Psychology, Jurisprudence and Social Sciences, Shirvan, https://civilica.com/doc/1935793/

Nosrat Zadeh, R. (2023). Investigating the relationship between parental education and students' academic achievement. Studies in Psychology and Educational Sciences, 101(6), 151-163. https://www.noormags.ir/view/en/articlepage/

Parsakia, K., Darbani, S. A., Rostami, M., & Saadati, N. (2022). The effectiveness of strength-based training on students' academic performance. Journal of Adolescent and Youth Psychological Studies, 3(3), 194-201. http://dx.doi.org/10.52547/jspnay.3.3.194

Rahimi, P., & Alivisirad, F. (2024). Social pressures and their effect on students' academic performance. Proceedings of the First International Conference on Transformative Ideas in Cultural and Educational Studies in Education, emphasizing action research, lesson study, and narrative inquiry in the third millennium, https://civilica.com/doc/2181272/

Razi Pour, M., Farahmarzi, Z., Baqirnejad, R., & Azizi Fattah Abad, K. (2024). Investigating the significance of academic decline and psychological pressure among students. Proceedings of the First International Conference on Education with a Focus on Smart Schools, Creative Teachers, and Thinker Students for 1404, Bushehr, https://civilica.com/doc/2173377

Rohmalimna, A., Yeau, O., & Sie, P. (2022). The role of parental parenting in the formation of the child's self-concept. World Psychology, 1(2), 36-45. https://doi.org/10.55849/wp.v1i2.99

Satari, S. a.-D., & Mirki Zadeh, M. (2018). Investigating the relationship between parental involvement and the academic achievement of fifth-grade students in Gorgan. Social-Cultural Changes, 14(4), 62-77. https://journals.iau.ir/article_544579.html

Shafiepour Motlagh, F., & Torabi Nahad, M. (2018). The relationship between academic stress, academic demotivation, and negative academic self-concept with feelings of social identity loss mediated by academic hopelessness. Scientific Journal of Education and Evaluation, 11(43), 45-68. https://journals.iau.ir/article_545732.html

Subramani, C., & Venkatachalam, J. (2019). Parental expectations and its relation to academic stress among school students. International Journal of Research and Analytical Reviews (IJRAR), 6(2), 95-99. https://www.academia.edu/download/61415151/Parental_Expectations_and_Its_Relation_to_Academic_Stress_among_School_Students20191203-39090-12j9al8.pdf

Takaki, P., Dutra, M. L., de Araújo, G., & Júnior, E. M. D. S. (2022). A proposed framework for evaluating the academic-failure prediction in distance learning. Mobile Networks and Applications, 27(5), 1958-1966. https://doi.org/10.1007/s11036-022-01965-z

Tseer, T., Ngmenkpieo, F., & Damwah, A. K. (2025). Normalised heteropatriachy and performance disparity among male and female students in Senior High Schools. International Journal of Educational Research Open, 8, 100425. https://doi.org/10.1016/j.ijedro.2024.100425

Weissman, G. E., Teeple, S., Eneanya, N. D., Hubbard, R. A., & Kangovi, S. (2021). Effects of neighborhood-level data on performance and algorithmic equity of a model that predicts 30-day heart failure readmissions at an urban academic medical center. Journal of Cardiac Failure, 27(9), 965-973. https://doi.org/10.1016/j.cardfail.2021.04.021