تبیین روابط علی بین سبک‌های فرزندپروری و پیشرفت تحصیلی دانش‌آموزان مقطع متوسطه دوم براساس نقش میانجیگر تنظیم شناختی هیجان

Al-Badareen, G. (2016). Cognitive emotion regulation strategies as predictors of academic achievement among university students. Journal of Educational and Psychological Studies-Sultan Qaboos University, 10 (4), 680-686. https://search.shamaa.org/PDF/Articles/MKJepst/JepstVol10No4Y2016/jepst_2016-v10-n4_680-686_eng.pdf

Amani, M., Nazifi, M., & Sorkhabi, N. (2020). Parenting styles and academic achievement of early adolescent girls in Iran: Mediating roles of parent involvement and self-regulated learning. European Journal of Psychology of Education, 35(1), 49-72.  https://doi.org/10.1007/s10212-019-00422-y

Aminpoor, H., Hosseini-Nasab, S.-D., & Azmoudeh, M. (2020). The Relationship between Goal Orientation and Cognitive Emotion Regulation Strategies with Positive and Negative Achievement Emotions among Students. SALĀMAT-I IJTIMĀĪ (Community Health), 7(4), 447-459. https://www.magiran.com/p2188272

Ariatabar, L., Khoeini, F., & Asadzadeh, H. (2021). The effectiveness of training focused on the regulation of pekrun emotion on the emotions of achievement and self-regulated academic of students. Journal of psychologicalscience, 20(104), 1363-1381. Doi: 10.52547/JPS.20.104.1363

Besharat, M., and Bezazian, S. (2014). Investigating the psychometric properties of the Emotion Regulation Questionnaire in a sample of the Iranian population. Journal of the Faculty of Nursing and Midwifery (Advances in Nursing and Midwifery), 24(84), 61-70. SID. https://sid.ir/paper/496015/fa

Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills.‏ OECD Education Working Papers, 173(1), 125-137. https://doi.org/10.1787/db1d8e59-en

Davari, Sh., and Bagheri, N. (1402). Explaining the causal relationships between parenting styles and academic achievement of high school students based on the mediating role of cognitive emotion regulation. Psychological Achievements, (), -. doi: 10.22055/psy.2023.43088.2975

Deperrois, R., & Combalbert, N. (2022). Links between cognitive distortions and cognitive emotion regulation strategies in non-clinical young adulthood. Cognitive Processing, 23(1), 69-77.  DOI: 10.1007/s10339-021-01057-y

Doorgarayi, P., Saberi, R., & Manzari Tavakoli, V. (2023). The mediating role of attention control, emotional regulation and cognitive flexibility in the relationship between mindfulness and academic achievement in students. Thinking and Children, 13(2), 138-143. https://www.magiran.com/p2553544

Faani, S., Hosseininasab, P. D., & Panaahali, P. D. (2021). Lowering Aggression and Improving School Performance among High School Girls by Teaching them Affect Control Strategies. Quarterly Journal of Education, 37(3), 101-118.  20.1001.1.10174133.1400.37.3.5.0

Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual differences, 40(8), 1659-1669. https://doi.org/10.1016/j.paid.2005.12.009

Hayek, J., Schneider, F., Lahoud, N., Tueni, M., & de Vries, H. (2022). Authoritative parenting stimulates academic achievement, also partly via self-efficacy and intention towards getting good grades. Plos one, 17(3), e0265595. doi: 10.1371/journal.pone.0265595

Howitt, D., & Cramer, D. (2005). Introduction to research methods in psychology. Pearson Education. https://books.google.com/books/about/
Introduction_to_Research_Methods_in_Psyc.html?id=10zC_e97GSMC

Klapp, T., Klapp, A., & Gustafsson, J. E. (2024). Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school. European Journal of Psychology of Education, 39(1), 275-296. Doi: 10.1007/s10212-023-00690-9

Li-Grining, C. P., Stockdale, L., Cunningham, A., Bradley, K., Papadakis, J. L., Flores-Lamb, V., ... & Radulescu, M. (2022). Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods. Early Education and Development, 1-16. https://doi.org/10.1080/10409289.2022.2106768

Ma, L., & She, L. (2024). Self-regulated learning and academic success in online college learning. The Asia-Pacific Education Researcher, 33(3), 519-533. Doi: 10.1007/s40299-023-00748-8

Mehrafrooz, H., & Shahraray, M. (2002). Investigating the relationship between attitudes towards parenting styles and locus of control with academic achievement in fourth grade male elementary school students. Psychological Achievements, 9(1), 131-148. doi: 10.22055/psy.2002.16476

McRae, K. (2016). Cognitive emotion regulation: A review of theory and scientific findings. Current Opinion in Behavioral Sciences, 10, 119-124. https://doi.org/10.1016/j.cobeha.2016.06.004

Mehraban, S., Karami, A., Asadzadeh, H., & Sotodehasl, N. (2019). Develop a structural model for predicting academic achievement of children through style Fact and epistemological beliefs in high school students in Tehran second period. Journal of New Approaches in Educational Administration, 10(38), 209-236. Doi: 20.1001.1.20086369.1398.10.38.10.6

Meyers, L.S, Gamest, G., & Goarin, A.J. (2006). Applied multivariate research, design and interpretation, Thousand oaks. London. New Deihi: Sage publication. DOI: 10.4236/am.2012.36076

Mohamadikarkani, A., dortaj, F., & Kiamanesh, A. (2019). The Effectiveness of Social-Emotional Skills with YCDI on Behavioural Disorders and Academic Performance of female high school students of district 1 Tehran city. Journal of Instruction and Evaluation, 12(45), 133-150. DOI:10.30495/JINEV.2019.665921

Moore, P. J. (2019). Academic achievement. Educational Psychology, 39(8), 981-983.https://doi.org/10.1080/01443410.2019.1643971

Parishany, N., & Abdi Zarrin, S. (2017). The Role of Self-efficacy, Emotional Intelligence and Parenting Styles in Anticipating Academic Achievement Motivation of High School Females. Knowledge & Research in Applied Psychology, 17(2), 70-79. SID. https://sid.ir/paper/190493/en

Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28(3), 475-493. https://doi.org/10.1007/s10648-015-9338-y

Pinquart, M., & Kauser, R. (2018). Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis. Cultural Diversity and Ethnic Minority Psychology, 24(1), 75. DOI: 10.1037/cdp0000149

Rasouli, S., Ahmadin, H., Jadidi, H., & Akbari, M. (2022). The Relationship of self-regulation strategies and achievement goals with academic engagement and mediating role of Self-Handicapping and perfectionism. Education Strategies in Medical Sciences, 15(4), 376-388. SID. https://sid.ir/paper/1022122/en

Safarieh, M., Rezaei, A., and Mohammadifar, M. (1401). Validity and reliability study of the Pham and Taylor (1999) academic performance questionnaire. Ahvaz Jundishapur Education Development Journal, 13(0), 1-15. doi: 10.22118/edc.2021.305873.1891

Samani, S., & Sadeghi, L. (2010). Psychometric properties of the cognitive emotion regulation questionnaire. Psychological Methods and Models, 1(1), 51-62. Doi: 20.1001.1.22285516.1389.1.1.5.9

Steinmayr, R., Meiǹer, A., Weideinger, A. F., & Wirthwein, L. (2014). Academic achievement (pp. 9780199756810-0108). Oxford University Press. DOI: 10.1093/OBO/9780199756810­0108

Zokaeifar, A., & MousaZadeh, T. (2020). The role of parental parenting styles in predicting social development of preschool children 5 and 6. Quarterly Social Psychology Research, 10(37), 87-100.  https://doi.org/10.22034/spr.2020.109698