اکبرپور زنگلانی، م.، زارع، ح.، اکرامی، م.، و ملکی، ح. (1395). پیشبینی درگیری تحصیلی عاطفی و خودپندارۀ تحصیلی براساس ساختار اجتماعی-آموزش و ادراک از محیطهای آموزشی: بررسی نقش تعدیلی نوع آموزش (آموزش از دور و حضوری). مجلۀ مطالعات آموزش و یادگیری. 8(1)، 101-69.
امیدی، ع.، مؤمنی، ج.، رایگان، ف.، اکبری، ح.، و طلیقی، ا. (1395). اثربخشی آموزش کاهش استرس مبتنی بر ذهنآگاهی بر کیفیت زندگی بیماران قلبی-عروقی. فصلنامۀ اندیشه و رفتار در روانشناسی بالینی. 11(42)، 16-7.
امیری، س.، سپهریان آذر، ف.، و قاسمی نواب، ا. (1396). بررسی بهزیستی روانشناختی، شادکامی و نظمجویی هیجان در گرایشهای شخصیتی سهگانۀ تاریک. مطالعات روانشناختی. 13(2)، 42-25.
پورحسین، ر.، موسوی، س. ا.، زارع مقدم، ع.، گمنام، ا.، میربلوک بزرگی، ع.، و حسنی استلخی، ف. (1398). ذهنآگاهی از تئوری تا درمان. رویش روانشناسی. 34(8)، 170-155.
ثمره، س.، و خضریمقدم، ا. (1394). رابطۀ بین اهداف پیشرفت و خودکارآمدی تحصیلی؛ نقش میانجی درگیری تحصیلی. راهبردهای آموزش در علوم پزشکی. 8(6)، 20-13.
چهری، پ.، صادقی، م.، ویسکرمی، ح (1395). بررسی تأثیر آموزش امید بر درگیری تحصیلی دانشآموزان دختر کمتوان ذهنی. تعلیم و تربیت استثنائی. 139(16)، 37-30.
حاتمزاده سرکشتی، ن. (1394). رابطۀ بین بهزیستی روانشناختی و پیشرفت تحصیلی دانشآموزان دورۀ دوم متوسطۀ شهر نورآباد. سومین کنفرانس ملی روانشناسی و علوم رفتاری. 22 مرداد 1394. تهران.
حجازی، ا.، رستگاری، ا.، غلامعلیلواسانی، م.، و قربانجهرمی، ر. (1388). باورهای هوشی و پیشرفت تحصیلی: نقش اهداف پیشرفت و درگیری تحصیلی. پژوهشهای روانشناختی. 23-24(12)، 25-11.
خانجانی، م.، شهیدی، ش.، فتحآبادی، ج.، مظاهری، م.، و شکری، ا. (1393). ساختار عاملی و ویژگیهای روانسنجی فرم کوتاه (18 سؤالی) مقیاس بهزیستی روانشناختی ریف در دانشجویان دختر و پسر. اندیشه و رفتار در روانشناسی بالینی. 9(32)، 36-27.
خلیلی یگانه، م. (1401). بررسی تأثیر آموزش ذهنآگاهی بر تنظیم هیجانی دانشآموزان متوسطۀ دوم دبیرستان مفید تهران. فصلنامۀ ایدههای نوین روانشناسی. ۱۴(۱۸)، 23-۱.
درتاج، ف.، و رجبیان دهزیره، م. (1397). تأثیر آموزش از راه دور مبتنی بر موک بر درگیری تحصیلی و مؤلفههای آن در دانشجویان دانشگاه پیام نور. دوفصلنامۀ راهبردهای شناختی در یادگیری. 6(10)، 150-131.
زرنگ، ر. (1391). رابطۀ سبکهای یادگیری و درگیری تحصیلی با عملکرد تحصیلی دانشجویان دانشگاه فردوسی مشهد. پایاننامۀ کارشناسی ارشد روانشناسی تربیتی. دانشکدۀ روانشناسی و علوم تربیتی. دانشگاه فردوسی مشهد. مشهد.
سعدیپور، ا. (1396). تأثیر آموزش ذهنآگاهی بر حافظۀ کاری و اشتیاق تحصیلی دانشآموزان. پژوهش در یادگیری آموزشگاهی و مجازی. 2(5)، 99-91.
صفری، ه.، جناآبادی، ح.، سلمآبادی، م.، و عباسی، ا. (1394). پیشبینی اشتیاق تحصیلی براساس هوش معنوی و سرسختی روانشناختی. راهبردهای آموزش در علوم پزشکی. 8(6)، 12-7.
غرایی، ب. (1392). طرح هنجاریابی مقدماتی آزمون شخصیتی چندوجهی مینهسوتا-نوجوانان در جمعیت نوجوانان ایرانی.
شبکۀ تحقیقات سلامت روان ایران.
http://mhrn.net/page/84
قدمپور، ع.، امیریان، ل.، روشننیا، س.، و اداوی، ح. (1398). تأثیر ذهنآگاهی مبتنی بر شناختدرمانی بر بهزیستی روانشناختی و استرس تحصیلی دانشآموزان پایۀ اول دورۀ متوسطۀ دوم. مطالعات آموزشی و آموزشگاهی. 21(8)، 82-65.
مریخ، م.، و زارعی، ر. (1396). رابطۀ بهزیستی روانشناختی با اشتیاق تحصیلی و عملکرد تحصیلی دانشآموزان دختر متوسطۀ دوم کوار. پنجمین کنگرۀ علمی-پژوهشی سراسری توسعه و ترویج علوم تربیتی و روانشناسی. جامعهشناسی و علوم فرهنگی اجتماعی ایران. 29 آبان 1396. تهران.
مطیعی، ح.، حیدری، م.، باقریان، ف.، و زرانی، ف. (1398). ساخت و بررسی اثر بستۀ آموزشی مبتنی بر ذهنآگاهی کاهش اهمالکاری تحصیلی. مجلۀ روانپزشکی و روانشناسی بالینی ایران. ۲۵(۱)، 41-26.
References
Adil, A., Ameer, S., & Ghayas, S. (2020). Impact of academic psychological capital on academic achievement among university undergraduates: Roles of flow and self-handicapping behavior.
PsyChjournal,
9(1), 56–66.
http://doi.org/10.1002/pchj.318
Akbarpour Zanglani, M., Zare, H., Akrami, M., & Maleki, H. (2015). Predicting emotional academic engagement and academic self-concept based on social-educational structure and perception of educational environments: investigating the moderating role of education type (distance and face-to-face education). Journal of Education and Learning Studies, 8(1), 69-101. (in Persian)
Alidina, S. (2020). Mindfulness for dummies. New York: John Wiley & Sons.
Amiri, S., Sepehrian Azar, F., & Ghasemi Navab, A. (2017). Invastigate psychological well-being, happiness and emotion regulation in dark triad personality tendencies. Journal of Psychological Studies, 13(2), 25-42. (in Persian)
Avedissian, T., & Alayan, N. (2021). Adolescent well-being: A concept analysis.
International journal of mental health nursing,
30(2), 357–367.
https://doi.org/10.1111/inm.12833
Chehri P, sadeghi M, Veiskarami H A. The Effects of Hope Training on Academic Engagement of Mentally Retarded Female Students. J Except Educ. 2 (139), 30-37. (in Persian)
Cilar, L., Štiglic, G., Kmetec, S., Barr, O., & Pajnkihar, M. (2020). Effectiveness of school-based mental well-being interventions among adolescents: A systematic review.
Journal of advanced nursing, 10.1111/jan.14408. Advance online publication.
https://doi.org/10.1111/jan.14408
Claessens, A., Engel, M., & Curran, F. C. (2014). Academic content, student learning, and the persistence of preschool effects.
American Educational Research Journal, 51(2), 403-434.
https://doi.org/10.3102/0002831213513634
De Bruijn, A., Hartman, E., Kostons, D., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement.
Journal of Experimental Child Psychology,
167, 204–221.
https://doi.org/10.1016/j.jecp.2017.10.010
Ding, X., Tang, Y. Y., Tang, R., & Posner, M. I. (2014). Improving
creativity performance by short-term meditation.
Behavioral and Brain Functions, 10, 9.
https://doi.org/10.1186/1744-9081-10-9
Dortaj, F., & Rajabiyan Dehzireh, M. (2018). The impact of distance education (based Mooc) on academic engagementand its components among the students of PNU.
Journal of Cognitive Strategies in Learning,
6(10), 131-150.
https://sid.ir/paper/255158/en (in Persian)
Džubur, A., Lisica, D., Abdulahović, D., & Ejubović, M. (2020). Impact of social and psychological factors on academic achievement of university students.
Medicinski glasnik: official publication of the Medical Association of Zenica-Doboj Canton, Bosnia and Herzegovina,
17(1), 234–238.
https://doi.org/10.17392/1080-20
Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., ... & Verschueren, K. (2017). School engagement trajectories in adolescence: The role of peer likeability and popularity.
Journal of school psychology, 64, 61-75.
https://doi.org/10.1016/j.jsp.2017.04.006
Feller, S. C., Castillo, E. G., Greenberg, J. M., Abascal, P., Van Horn, R.,
Wells, K. B., & University of California, Los Angeles Community Translational Science Team. (2018). Emotional well-being and public health:
proposal for a model national initiative.
Public Health Reports, 133(2), 136–141.
https://doi.org/10.1177/0033354918754540
Filippello, P., Buzzai, C., Costa, S., & Sorrenti, L. (2019). School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement.
Frontiers in Psychology,
10, 1471.
https://doi.org/10.3389/fpsyg.2019.01471
Garland, E. L., Hanley, A. W., Goldin, P. R., & Gross, J. J. (2017). Testing the mindfulness-to-meaning theory: Evidence for mindful positive emotion regulation from a reanalysis of longitudinal data. PloS one, 12(12), e0187727.
https://doi.org/10.1371/journal.pone.0187727.
Ghadampour, E., Amirian, L., Roshannia, S., & Adavi, H. (2020). The Effect of Mindfulness based on Cognitive Therapy on Psychological Well-being and Academic Stress in High School Students. Educational and Scholastic Studies, 8(2), 65-82. (in Persian)
Gharaei, B. (2012). The preliminary standardization plan of the Minnesota Multifaceted Personality Test-Adolescents in the Iranian adolescent population.
Iran Mental Health Research Network,
http://mhrn.net/page/84. (in Persian)
Halterman, J. S., Fagnano, M., Tajon, R. S., Tremblay, P., Wang, H., Butz, A., Perry, T. T., & McConnochie, K. M. (2018). Effect of the School-Based Telemedicine Enhanced Asthma Management (SB-TEAM) Program on Asthma Morbidity: A Randomized Clinical Trial.
JAMA Pediatrics,
172(3), e174938.
https://doi.org/10.1001/jamapediatrics.2017.4938
Hatamzade Sarkeshti, N. (2014). The relationship between psychological well-being and academic achievement of Noorabad secondary school students. The Third National Conference of Psychology and Behavioral Sciences. 22 August 2014. Tehran. (in Persian)
Hejazi, A., Rastagari, A., Gholam Ali Lavasani, M., & Ghorban Jahormi, R. (2012). Intelligence beliefs and academic achievement: The role of achievement goals and academic engagement. Psychological-Research, 23-24(12), 11-25. (in Persian)
Jones, L., Gold, E., Totsika, V., Hastings, R. P., Jones, M., Griffiths, A., & Silverton, S. (2018). A mindfulness parent well-being course: Evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools.
European Journal of Special Needs Education,
33(1), 16-30.
https://doi.org/10.1080/08856257.2017.1297571
Kabat-Zinn, J. (2013). Being seen. Mindfulness, 4(1), 71-72.
Kabat-Zinn, J., & Hanh, T. N. (2009). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta.
Khalili Yegane, M. (2022). The effectiveness of mindfulness training on emotional regulation of high school students. JNIP, 14(18), 1-23. (in Persian)
Khanjani, M., Shahidi, S., Fathabadi, J., Mazaheri, M. A., & Shokri, O. (2014). Factor structure and psychometric properties of the Ryff’s scale of psychological well-being, short form (18-item) among male and female students. Thoughts and Behavior in Clinical Psychology, 9(32), 27-36. (in Persian)
Kong, F., Wang, X., Song, Y., & Liu, J. (2016). Brain regions involved in
dispositional mindfulness during resting state and their relation with wellbeing.
Social Neuroscience, 11(4), 331–343.
https://doi.org/10.1080/17470919.2015.1092469.
Liang, J.-l., Peng, L.-x., Zhao, S.-j., & Wu, H.-t. (2017). Relationship among workplace spirituality, meaning in life, and psychological well-being of teachers.
Universal Journal of Educational Research, 5(6), 1008-1013.
https://files.eric.ed.gov/fulltext/EJ1144095.pdf
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom.
Reading &Writing Quarterly,
19(2), 119-137.
http://dx.doi.org/10.1080/10573560308223
Mak, W. W., Chio, F. H., Chan, A. T., Lui, W. W., & Wu, E. K. (2017). The Efficacy of Internet-Based Mindfulness Training and Cognitive-Behavioral Training With Telephone Support in the Enhancement of Mental Health Among College Students and Young Working Adults: Randomized Controlled Trial.
Journal of Medical Internet Research,
19(3), e84.
https://doi.org/10.2196/jmir.6737
Malczyk, B. R., & Lawson, H. A. (2017). Parental monitoring, the parent-child relationship and children's academic engagement in mother-headed single-parent families.
Children and Youth Services Review, 73, 274-282.
https://doi.org/10.1016/j.childyouth.2016.12.019
Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students.
Campbell Systematic Reviews,
13(1), 1-144.
https://onlinelibrary.wiley.com/doi/full/10.4073/CSR.2017.5
McConville, J., McAleer, R., & Hahne, A. (2017). Mindfulness training for
health profession students-the effect of mindfulness training on psychological
well-being, learning and clinical performance of health professional students:
a systematic review of randomized and non-randomized controlled trials.
Explore, 13, 26–45.
https://doi.org/10.1016/j.explore.2016.10.002.
Merikh, M., & Zarei, R. (2016). The relationship between psychological well-being and academic engagement and academic performance of female students of the second secondary school in Kovar. The 5th National Scientific Research Congress of Development and Promotion of Educational Sciences and Psychology. Sociology and Social Cultural Sciences of Iran. November 29, 2016. Tehran. (in Persian)
Motie H, Heidari M, Bagherian F, Zarani F. (2019). Providing Mindfulness-Based Educational Package for Evaluating Academic Procrastination. IJPCP, 25(1), 26-41. (in Persian)
Mousavi, S., A, Zare-Moghaddam, A., Gomnam, A., Mirblouk Bozorgi, A., Hasani, F. (2019). Mindfulness from theory to therapy.
Rooyesh, 8(1), 155-170.
http://frooyesh.ir/article-1-413-fa.html. (in Persian)
Mura, G., Vellante, M., Egidio Nardi, A., Machado, S., & Giovanni Carta, M. (2015). Effects of school-based physical activity interventions on cognition and academic achievement: a systematic review. CNS & Neurological Disorders-Drug Targets (Formerly Current Drug Targets-CNS & Neurological Disorders), 14(9), 1194-1208.
Omidi, A., Moemeni, J., Rayegan, F., Akbari, H., & Talighi, E. (2016). The effectiveness of mindfulness-based stress reduction training on the quality of life of cardiovascular patients. Thoughts and Behavior in Clinical Psychology, 11(42), 7-16. (in Persian)
Queen, J. P., Quinn, G. P., & Keough, M. J. (2002). Experimental design and data analysis for biologists. Cambridge, UK: Cambridge University Press.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069.
Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia.
Psychotherapy and Psychosomatics, 83(1), 10-28.
https://doi.org/10.1159/000353263.
Ryff, C. D., & Singer, B. H. (2006). Best news yet on the six-factor model of well-being. Social Science Research, 35(4), 1103-1119.
Sabir, R. I., Majid, M. B., & Masood, K. (2021). Impact of Student Wellness on Academic Performance with Mediating Role of Learning Environment. Academic Journal of Social Sciences (AJSS), 5(4), 419-435.
Sadipour, E. (2016). Effects of mindfulness on students' working memory and academic engagement. Research in School and Virtual Learning, 2(5), 91-99. (in Persian)
Safari H., Jenaabadi H., Salmabadi M., & Abasi A. (2016). Prediction of Academic Aspiration based on Spiritual Intelligence and Tenacity. Education Strategies in Medical Sciences, 8(6), 7-12. (in Persian)
Salerno, J. P. (2016). Effectiveness of universal school‐based mental health awareness programs among youth in the United States: a systematic review. Journal of School Health, 86(12), 922-931.
Samareh, S., Khezri Moghadam, N. (2016). Relationship between Achievement Goals and Academic Self-Efficacy; Mediation Role of Academic Engagement.
Educ Strategy MedSci,8(6):13-20.
http://edcbmj.ir/article-1-917-fa.html (in Persian)
Segal, Z. V., Williams, M., & Teasdale, J. (2018). Mindfulness-based cognitive therapy for depression. New York: Guilford Press.
Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis.
Journal of Clinical Psychology,
65(5), 467-487.
https://doi.org/10.1002/jclp.20593
Šouláková, B., Kasal, A., Butzer, B., & Winkler, P. (2019). Meta-Review on the effectiveness of classroom-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness.
The journal of Primary Prevention,
40(3), 255–278.
https://doi.org/10.1007/s10935-019-00552-5
Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence.
Journal of Adolescence, 64, 23-33.
https://doi.org/10.1016/j.adolescence.2018.01.005
Stefansson, K. K., Gestsdottir, S., Geldhof, G. J., Skulason, S., & Lerner, R. M. (2016). A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents.
International Journal of Behavioral Development, 40(5), 471-480.
https://doi.org/10.1177/0165025415604056
Tang, Y. Y. (2017). The neuroscience of mindfulness meditation: How the body and mind work together to change our behaviour. Springer.
Tang, Y. Y., & Tang, Y. Y. (2017). Traits and states in mindfulness meditation. The Neuroscience of Mindfulness Meditation: How the Body and Mind Work Together to Change Our Behaviour, 29-34.
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation.
Nature Reviews Neuroscience,
16(4), 213-225.
https://doi.org/10.1038/nrn3916
Tang, Y. Y., Ma, Y., Fan, Y., Feng, H., Wang, J., Feng, S., et al. (2009). Central
and autonomic nervous system interaction is altered by short-term meditation.
Proceedings of the National Academy of Sciences, 106, 8865–8870.
https://doi.org/10.1073/pnas.0904031106
Tang, Y. Y., Tang, R., & Gross, J. J. (2019). Promoting psychological well-being through an evidence-based mindfulness training program.
Frontiers in Human Neuroscience,
13, 237.
https://doi.org/10.3389/fnhum.2019.00237.
Van Loon, A. W., Creemers, H. E., Vogelaar, S., Saab, N., Miers, A. C., Westenberg, P. M., & Asscher, J. J. (2019). The effectiveness of school-based skills-training programs promoting mental health in adolescents: a study protocol for a randomized controlled study. BMC Public Health, 19(1), 1-12.
Yun, M. R., Shin, N., Kim, H., Jang, I. S., Ha, M. J., & Yu, B. (2020). Effects of school-based meditation courses on self-reflection, academic attention, and subjective well-being in South Korean middle school students. Journal of Pediatric Nursing, 54, e61-e68.
Zerang, R. (2011). The relationship between learning styles and academic engagement with the academic performance of Ferdowsi University of Mashhad students. Master’s Dissertation in Educational Psychology. Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Mashhad. (in Persian)