رابطۀ هدف گزینی اجتماعی و سازگاری با مدرسه:نقش واسطه ای نشخوار فکری، همدلی و بخشایش

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Bardach, L., Graf, D., Yanagida, T., Kollmayer, M., Spiel, C., & Lüftenegger, M. (2019). Gendered Pathways to Bullying Perpetration via Social Achievement Goals–Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence, 77(3),1-16.

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Caselli, G., Offredi, A., Martino, F., Varalli, D., Ruggiero, G. M., Sassaroli, S., ... & Wells, A. (2017). Metacognitive beliefs and rumination as predictors of anger: A prospective study. Aggressive behavior, 43(5), 421-429.

Chen, X., Li, D., Xu, X., Liu, J., Fu, R., Cui, L., & Liu, S. (2019). School adjustment of children from rural migrant families in urban China. Journal of school psychology, 72, 14-28.

Cheng, R. W. Y., & Lam, S. F. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38(2), 136-148.

Choi, B., & Park, S. (2018). Validation of the Korean version of social achievement goals for adolescents: paths from social achievement goals through social behaviour to social adjustment. Asia Pacific Journal of Education, 38(4), 501-517.

Demirtaş-Zorbaz, S., & Ergene, T. (2019). School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations. Children and youth services review, 101, 307-316.

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Espejo-Siles, R., Zych, L., Farrington, D. P., Llorent, V. J. (2020). Moral disengagement, victimization, empathy, social and emotional competencies as predictors of violence in children and adolescents. Children and Youth Services Review, 118, 105-111.

Fang, J., Wang, X., Wen, Z., & Huang, J. (2020). Cybervictimization and loneliness among Chinese college students: A moderated mediation model of rumination and online social support. Children and Youth Services Review, 115, 105-111.

Gambin, M., & Sharp, C. (2018). The relations between empathy, guilt, shame and depression in inpatient adolescents. Journal of Affective Disorders, 241, 381-387.

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Hirsch, J. K., Webb, J. R., & Jeglic, E. L. (2011). Forgiveness, depression, and suicidal behavior among a diverse sample of college students. Journal of clinical psychology, 67(9), 896-906.

Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32(4), 667-698.

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Jiang, S., Dong, L., & Jiang, C. (2020). Examining the link between economic strain and adolescent social behavior: Roles of social bonds and empathy. Journal of Adolescence, 84, 1-10.

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Kuroda, Y., & Sakurai, S. (2011). Social goal orientations, interpersonal stress, and depressive symptoms among early adolescents in Japan: a test of the diathesis-stress model using the trichotomous framework of social goal orientations. The journal of early adolescence, 31(2), 300-322

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Lee, E. J. (2018). Social Achievement Goals and Social Adjustment in Adolescence: A Multiple‐Goal Perspective. Japanese Psychological Research, 60(3), 121-133.

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Ma, Y., Chen, X., Nunez, A., Yan, M., & Zhao, F. (2020). Influences of parenting on adolescents’ empathy through the intervening effects of self-integrity and sense of coherence. Children and Youth Services Review, 116, 105-112.

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Quintana-Orts, C., & Rey, L. (2018). Forgiveness and cyberbullying in adolescence: Does willingness to forgive help minimize the risk of becoming a cyberbully? Computers in Human Behavior, 81, 209-214.

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