مقایسه اثربخشی آموزش راهبردهای تدریس موثر و برنامه مدیریت رفتار بر پیشرفت تحصیلی و خودمدیریتی و خودنظم دهی دانش آموزان مبتلا به اختلال نقص توجه بیش فعالی

Aghajan Beyk, M. (2024). The effectiveness of multisensory cognitive control training on reducing memory and attention problems in children with ADHD. Raviyan-e Ravanshenasi Journal, 2(59), 256-270. https://frooyesh.ir/article-1-4862-en.html

Arnold, E. (2024). Parent and Teacher Perspectives on Attachment/Relationships and Children's Self-Regulation https://digitalcommons.liberty.edu/doctoral/5286/

Asadi, M., & Ahmadi Abadi, A. (2023). Effective teaching strategies in geography education (Case study: 10th-grade humanities). Specialized Journal of Research in Social Studies Education, 5(4), 95-106. https://alborzmag.cfu.ac.ir/article_3480.html?lang=en

Bahrami, F., Ashayeri, H., Rahmanifar, S., & Jadidi, H. (2024). The effectiveness of online social-emotional learning based on the CASEL model on self-awareness, social awareness, and social management. Journal of Applied Psychology, 1(69), 84-106. https://ensani.ir/fa/article/567676/

Barghaei, F., & Hamvatan, T. (2024). The mediating role of self-regulation strategies (self-restraint and integrative self-knowledge) in the relationship between attachment styles and interpersonal relationship quality. Journal of Research in Psychological Health, 2(20), 80-92. https://rph.khu.ac.ir/article-1-4509-en.html

Bayanlou, A. (2023). The effectiveness of differential reinforcement of incompatible behavior and social support on problematic behaviors in children with comorbid attention deficit hyperactivity disorder and separation anxiety (single-subject study). Journal of Exceptional Children, 24(3), 7-20. https://joec.ir/browse.php?a_id=1886&sid=1&slc_lang=en

Bröning, S., & Wartberg, L. (2024). Attachment Orientations: Associations with Romantic Partners' Self-Regulation and Dyadic Coping. Journal of sex & marital therapy, 50(4), 512-526. https://doi.org/10.1080/0092623X.2024.2322566

Eghbali, B., Salehi Torabi, K., & Rameh, M. (2024). Academic motivation and its relationship with learning experience quality and self-regulation in medical students of Birjand. [Journal Name], 1(83), 92-105. https://edcbmj.ir/article-1-3204-en.html

Elliott, T. R., Perrin, P. B., Powers, M. B., Duffeck, D., & Warren, A. M. (2023). Resilience and Distress among Individuals with Chronic Health Conditions During the Initial Wave of the COVID-19 Pandemic. Journal of Affective Disorders Reports, 100710. https://doi.org/10.1016/j.jadr.2023.100710

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

Henry, L. A., Christopher, E., Chiat, S., & Messer, D. J. (2022). A Short and Engaging Adaptive Working-Memory Intervention for Children with Developmental Language Disorder: Effects on Language and Working Memory. Brain Sciences, 12(5), 642. https://doi.org/10.3390/brainsci12050642

Javan Mojarrad, A. (2024). The mediating role of resilience in the relationship between self-concept and negative emotions in university students. Raviyan-e Ravanshenasi Monthly, 1(94), 11-18. https://frooyesh.ir/article-1-5134-en.html

Kazempour, M., & Sabahi, P. (2024). Comparison of body awareness, emotion regulation difficulties, and self-management in patients with panic disorder, depression, and non-clinical individuals. Journal of Psychological Sciences, 23(140), 107-122. https://doi.org/10.61186/jps.23.140.107

Khademi, N., AmirAhmadi, F., & Majooni, H. (2022). Effective teaching strategies in multi-grade elementary classrooms with typically developing students, learning disabilities, and ADHD in Iran. Research in Multi-Grade and Inclusive Classes, 2(3), 1-30. https://educt.cfu.ac.ir/article_2481.html?lang=en

Latifi, R., & Ravankhani, S. (2022). Effective educational strategies for goal-directed academic achievement management in elementary students with ADHD. Research in Multi-Grade and Inclusive Classes, 1(3), 1-15.

Martela, F., Lehmus-Sun, A., Parker, P. D., Pessi, A. B., & Ryan, R. M. (2023). Needs and well-being across Europe: Basic psychological needs are closely connected with well-being, meaning, and symptoms of depression in 27 European countries. Social Psychological and Personality Science, 14(5), 501-514. https://doi.org/10.1177/19485506221113678

Namani, E., Mohammadi Hosseini, A., Jamalian, M., & Mazhab Yusofi, A. (2024). The effect of self-differentiation on academic self-efficacy in elementary exceptional students: The mediating role of academic achievement motivation and goal orientation. Journal of Modern Thoughts in Education, 20(1), 91-108. https://jontoe.alzahra.ac.ir/jufile?ar_sfile=220726

Nikokho, F., Rasakhinejad, M., & Rezaei, S. (2023). The effectiveness of emotional intelligence training on problem-solving in male students with attention deficit/hyperactivity disorder. Journal of Exceptional Children, 24(3), 91-100. https://joec.ir/browse.php?a_id=1853&sid=1&slc_lang=en

Pavinato, L., Delle Vedove, A., Carli, D., Ferrero, M., Carestiato, S., Howe, J. L., Agolini, E., Coviello, D. A., van de Laar, I., Au, P. Y. B., Di Gregorio, E., Fabbiani, A., Croci, S., Mencarelli, M. A., Bruno, L. P., Renieri, A., Veltra, D., Sofocleous, C., Faivre, L., . . . Brusco, A. (2023). CAPRIN1 haploinsufficiency causes a neurodevelopmental disorder with language impairment, ADHD and ASD. Brain: a journal of neurology, 146(2), 534-548. https://doi.org/10.1093/brain/awac278

Rádosi, A., Ágrez, K., Pászthy, B., Réthelyi, J. M., Ulbert, I., & Bunford, N. (2023). Concurrent and Prospective Associations of Reward Response with Affective and Alcohol Problems: ADHD-Related Differential Vulnerability. Journal of youth and adolescence, 52(9), 1856-1872. https://doi.org/10.1007/s10964-023-01794-7

Rapp, L., Mai-Lippold, S. A., Georgiou, E., & Pollatos, O. (2023). Elevated EEG heartbeat-evoked potentials in adolescents with more ADHD symptoms. Biological Psychology, 184. https://pubmed.ncbi.nlm.nih.gov/37775030/

Roghani, F., Shamir, A., Abdollahpour, A., & Hashemi, N. (2024). The effectiveness of the "Maher Fluid Intelligence Psycho-Educational Intervention Package" on cognitive-emotional regulation in children with attention deficit hyperactivity disorder. Psychological Dynamics in Mood Disorders, 3(2), 189-202. https://doi.org/10.61838/kman.pdmd.3.2.16

Sepahvand, A. (2024). The effectiveness of cooperative teaching methods on academic self-concept and school engagement in elementary students in Khorramabad. Journal of New Advances in Behavioral Sciences, 9(57), 83-93. http://ijndibs.com/article-1-976-fa.html

Superbia-Guimarães, L., Bader, M., & Camos, V. (2022). Attentional Orienting in Working Memory in Children with ADHD. Developmental Neuropsychology, 47(8), 384-400. https://doi.org/10.1080/87565641.2022.2155164

Taghipour Javi, A. (2023). Effective teaching strategies in history education with an emphasis on active and collaborative learning. Specialized Journal of Research in History Education, 4(4), 44-56. https://historyedu.cfu.ac.ir/article_3575.html?lang=en

Varshney, D., & Varshney, N. K. (2023). Self-concept and job performance: the mediating role of resilience. International Journal of Productivity and Performance Management, 6, 1-14. https://www.emerald.com/insight/content/doi/10.1108/ijppm-10-2022-0548/full/html

Yousefi, F. (2022). Prevalence of attention deficit hyperactivity disorder and its relationship with demographic characteristics and academic achievement in elementary students in Sanandaj. Scientific Journal of Kurdistan University of Medical Sciences, 3(3), 7-12.

Zakeri, M., Bahramshahi, A., & Bagherzadeh Homaee, M. (2024). Teaching thinking to children and adolescents through instructional strategies and textbook content. Journal of Modern Educational Research, 10(37), 51-63. https://researchbt.cfu.ac.ir/article_3627.html