اثربخشی برنامه آموزش کنترل قلدری به روش شناختی- رفتاری بر مشکلات بین‌فردی نوجوانان پسر قلدر

قاضی طباطبایی، سیدمحمود. (1374). مدل‏های ساختار کواریانس یا مدل‏های لیزرل در علوم اجتماعی. مجله علوم انسانی و اجتماعی (تبریز)، 2(1)، 98-117.

References

Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis.‏ https://doi.org/10.1007/s10648-016-9389-8

Allison, L., Waters, L., & Kern, M. L. (2020). Flourishing Classrooms: Applying a Systems-Informed Approach to Positive Education. Contemporary School Psychology, 1-11.‏ ‏ DOI:10.1007/s40688-019-00267-8

Amonoo, H. L., Barclay, M. E., El-Jawahri, A,. Traeger, L. N., Lee, S. J., Huffman, J. C. (2019). Positive Psychological Constructs and Health Outcomes in Hematopoietic Stem Cell Transplan- tation Patients25 (1):e5-e16.

Bakracheva, M. (2019). Differentiation of Social Roles and Life Domains as Predictor and Promoter of Flourishing. Psychology, 10(8), 1188-1216. DOI: 10.4236/psych.2019.108077

Brackett, M. A., & Simmons, D. (2015). Emotions matter. Educational leadership, 73(2), 22-27.‏

Bethell, C. D., Gombojav, N., & Whitaker, R. C. (2019). Family resilience and connection promote flourishing among US children, even amid adversity. Health Affairs, 38(5), 729-737. ‏ DOI: 10.1377/hlthaff.2018.05425

Berkson,N. B., Berger,D., Fish,M. c., &Dane, E. (1995, August). Classroom Systems Observation Scale:Determining construct validity through factor analysis.Poster session presented at the annual convention of the American Psychological Association, New York,NY.

Basson & Rothmann, S. (2018). Flourishing: Positive emotion regulation strategies of pharmacy students. International Journal of Pharmacy Practice, 26(5), 458-464. https://doi.org/10.1080/0144929X.2021.1955008

Brunner, M. & Süß, H. (2005). Analyzing the Reliability of Multidimensional Measures: An Example from Intelligence Research. Retrieved May 16, 2019from:http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.856.4612&rep=rep1&type=pdf.

Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research, 295(2), 295-33.

Coulombe, S., Hardy, K., & Goldfarb, R. (2020). Promoting wellbeing through positive education: A critical review and proposed social ecological approach. Theory and Research in Education, 18(3), 295-321.‏ https://doi.org/10.1177/1477878520988432

Clark, L. A. & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment 7(3): 309–319.

Dion, K. L. (2000). Group cohesion: From" field of forces" to multidimensional construct. Group Dynamics: Theory, research, and practice, 4(1), 7.  https://doi.org/10.1037/1089-2699.4.1.7

Datu, J. A. D. (2018). Flourishing is associated with higher academic achievement and engagement in Filipino undergraduate and high school students. Journal of Happiness Studies, 19(1), 27-39. DOI: 10.1007/s10902-016-9805-2

Elphinstone, B., Whitehead, R., Tinker, S. P., & Bates, G. (2019). The academic benefits of“letting go”: The contribution of mindfulness and nonattachment to adaptability,engagement, and grades. Educational Psychology: An InternationalJournal of Experimental Educational Psychology. https://doi.org/10.1080/01443410.2019. 1588228.

Espinoza, C. (2012). Millennial values and boundaries in the classroom. New Directions for Teaching and Learning, 2012(131), 29-41.  https://doi.org/10.1002/tl.20025

Fish, M. C., & Dane, E. (1995). Classroom systems observation scale manual. New York: Queens College of the City University of New York, Educational and Community Programs.‏

Fish, M. C., & Dane, E. (2000). The classroom systems observation scale: Development of an instrument to assess classrooms using a systems perspective. Learning Environments Research, 3(1), 67-92.

Fornell, C. & Larcker, D. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research Vol. 18, No. 1 (Feb), pp. 39-50.https://doi.org/10.2307/3151312

Gheshlagh, R. G., Sayehmiri, K., Ebadi, A., Dalvandi, A., Dalvand, S., Maddah, S. S. B., & Tabrizi, K. N. (2017). The relationship between mental health and resilience: a systematic review and meta-analysis. Iranian Red Crescent Medical Journal, 19(6).‏

Gold, A. H.; Malhotra, A.; & Segars, A. H. (2001). Knowledge management: An organizational capabilities perspective. Journal of Management Information Systems 18(1): 185–214.

Golecde Zavala, A. (2019). Collective narcissism and in-group satisfaction are associated with different emotional profiles and psychological wellbeing. Frontiers in psychology, 10, 203.https://doi.org/10.3389/fpsyg.2019.00203

Guinot C, Latreille J, Tenenhaus M. (2001). “PLS path modeling and multiple table analysis: application to the cosmetic habits of women in Ile-de- France.” Chemometrics and Intelligent Laboratory Systems. 58(2):247-59.

Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.

Her, J. F., Black, W., Babin, B., & Anderson, R. E., (2009), Multivariate data analysis, NJ: Prentice Hall.

Hattie, J., & Zierer, K. (2017). 10 Mindframes for visible learning: Teaching for success. Routledge.‏

Hendriks, T., Warren, M.A., Schotanus-Dijkstra, M., Hassankhan, A., Graafsma, T., Bohlmeijer E., & de Jong, J. (2019). How WEIRD are positive psychology interventions? A bibliometric analysis of randomized controlled trials on the science of well-being. The Journal of Positive Psychology. Jul 4;14(4):489-501. DOI: 10.1080/17439760.2018.1484941

Henseler J, Ringle CM, Sinkovics RR. (2009). the use of partial least squares path modeling in international marketing. Advances in International Marketing (AIM). 20: 277-320.

Henseler, J., Ringle, C.M., Sarstedt, M., (2015), A New Criterion for Assessing Discriminant Validity in Variance -Based Structural Equation Modeling., Journal of The Academy of Marketing Science, Vol.43, No.1, pp. 115 -135 .

Herrmann, Z. (2018). All educators are negotiators. Retrieved July 3, 2019, from Harvard graduate School of Education.

Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: curiosity and children’s academic achievement. Pediatric research, 84(3).‏

Hori, D., Oi, Y., Ohtaki, Y., Andrea, C. S., Takahashi, T., Shiraki, N., ... & Matsuzaki, I. (2019). Association between flourishing mental health and occupational stress among workers of Tsukuba Science City, Japan: a cross-sectional study. Environmental health and preventive medicine, 24(1), 64.‏

Kandasamy, V., Hirai, A. H., Ghandour, R. M., & Kogan, M. D. (2018). Parental perception of flourishing in school-aged children: 2011–2012 National Survey of Children's Health. Journal of Developmental & Behavioral Pediatrics, 39(6), 497-507. ‏  DOI: 10.1097/DBP.0000000000000559

Kern, M. L., Williams, P., Spong, C., Colla, R., Sharma, K., Downie, A., ... & Oades, L. G. (2020). Systems informed positive psychology. The Journal of Positive Psychology, 15(6), 705-715. ‏ https://doi.org/10.1080/17439760.2019.1639799

King, P. E., Barrett, J. L., Greenway, T. S., Schnitker, S. A., & Furrow, J. L. (2018). Mind the gap: Evolutionary psychological perspectives on human thriving. The Journal of Positive Psychology, 13(4), 336-345.‏ ‏

Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.

Magner, N., Welker, R.B., & Campbell, T. L.(1966). Testing a model of cognitive budgetary participation processes in a latent variable structural equations framework. Accounting and Business Research. 27(1), 41-50.

Maxfield, L. (2018). Toward an understanding of attention and awareness. Journal of Murphy, K. R., & Davidshofer, C. O. (2001). Psychological testing principles and applications (5th edition). Upper Saddle River, NJ: Prentice Hall.

Netemeyer, R. et. al. (2003). Scaling Procedures: Issues and Applications. SAGE.

Meyers, L.S, Gamst, G, Guarino, A.J. (2013). Applied Multivariate Research: Design and Interpretation, Thousand Oaks: Sage Publications.

Noddings, N. (2012). The caring relation in teaching. Oxford review of education, 38(6), 771-781.‏

OguzDuran & Demirbatir, R. E. (2020). The Mediating Role of Shyness on the Relationship between Academic Satisfaction and Flourishing among Pre-Service Music Teachers. International Education Studies, 13(6), 163-169.

Orkibi, H., Hamama, L., Gavriel-Fried, B., & Ronen, T. (2018). Pathways to adolescents’ flourishing: Linking self-control skills and positivity ratio through social support. Youth & Society, 50(1), 3-25. ‏  https://doi.org/10.1177/0044118X15581171

Peterson, L. & Park, C. L. (2015). Integrating positive psychology into health-related quality of life research. Quality of Life Research, 24(7), 1645-1651.  DOI: 10.1007/s11136-014-0889-z

Quinlan, D. M., Swain, N., Cameron, C., & Vella-Brodrick, D. A. (2015). How ‘other people matter’in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes. The Journal of Positive Psychology, 10(1), 77-89.

Reiss, M. J. (2018). Biology education: The value of taking student concerns seriously. Education Sciences, 8(3), 130. ‏  https://doi.org/10.3390/educsci8030130

Ringle CM. Segmentation for Path Models and Unobserved Heterogeneity: The Finite Mixture Partial Least Squares Approach. [Cited 2008 Oct 26]. Available from: https://core.ac.uk/download/pdf/12017384.pdf.

Rodríguez, I., Kozusznik, M. W., Peiró, J. M., & Tordera, N. (2019). Individual, co-active and collective coping and organizational stress: A longitudinal study. European Management Journal, 37(1), 86-98. ‏ https://doi.org/10.1016/j.emj.2018.06.002

Roffey, S. (2017). Positive psychology interventions in practice. In C. L. Proctor (Ed.), Positive Psychology Interventions in Practice (pp. 163–181).

Shewark, E. A., Zinsser, K. M., & Denham, S. A. (2018). Teachers’ perspectives on the consequences of managing classroom climate. In Child & Youth Care Forum (Vol. 47, No. 6, pp. 787-802). Springer US.‏

Singh, K., & Junnarkar, M. (2015). Correlates and predictors of positive mental health for school going children. Personality and Individual Differences, 76, 82-87. ‏ https://doi.org/10.1016/j.paid.2014.11.047

Shoshani, A., Steinmetz, S., & Kanat-Maymon, Y. (2017). Effects of the Maytiv positive psychology school program on early adolescents' well-being, engagement, and achievement. Journal Sch Psychology. 57:73-92. doi: 10.1016/j.jsp.2016.05.003 pmid: 27425567. DOI: 10.1016/j.jsp.2016.05.003

Sommet, N., & Elliot, A. J. (2016). Achievement Goal. Encyclopedia of personality and individual differences. https://doi.org/10.1007/978-3-319-28099-8_484-1

Tenenhaus M, Amato S, Esposite Vinzi V. (2004). A global goodness-of-fit index for PLS structural equation modelling. Proceedings of the XLII SIS scientific meeting; Padova, Italy: CLEUP. 2004: 739-742.

Tener,A. c., &Fish, M. C. (1998, April). Test-retestand interrater reliability of the Classroom Systems Observation Scale (CSOS). Paper presented at the annual convention of the National Association of School Psychologists, Orlando, FL.

Tenenhaus M, Vinzi VE, Chatelin YM, Lauro C. (2005). “PLS Path Modeling.” Computational Statistics and Data Analysis. 48(1): 159-205.

Teo, T. S. H.; Srivastava, S. C.; & Jiang, L. (2008). Trust and electronic government success: an empirical study. Journal of Management Information Systems 25(3): 99–132. https://doi.org/10.2753/MIS0742-1222250303

Vinzi VE, Trinchera L, Amato S. (2010). PLS path modeling: from foundations to recent developments and open issues for model assessment and improvement. In: Vinzi VE, Chin W, Henseler J, Wang H. Handbook of Partial Least Squares: Concepts, Methods and Applications. Berlin, Heidelberg: Springer Berlin Heidelberg; 47-82.

Waters, L. (2017). Progressing positive education and creating visible wellbeing. Scientific advances in positive psychology, 229-256.‏

Waters, L., & Loton, D. (2019). SEARCH: A meta-framework and review of the field of positive education. International Journal of Applied Positive Psychology, 4(1-2), 1-46.‏

Waters, L. (2019). Searching for well-being in schools: a new framework to guide the science of positive education. J. Educ. Psychol. Res, 1, 1-8.‏

Werts CE, Linn RL, Jöreskog KG. (1974). Intraclass reliability estimates: testing structural assumptions. Educational and Psychological Measurement. 34(1): 25-33.

Wetzels M, Odekerken-Schröder G, Van Oppen C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS quarterly. 33(1): 177-95. DOI: 10.4236/ojs.2016.63043

 

 استناد به این مقاله: بیات، فرشته و رضایی، علی محمد. (1401). شکوفایی کلاس درس: بررسی برازش مدل سیستمی شکوفایی کلاس درس (FCSM) در بین دانش آموزان مقطع دوم متوسطه. فصلنامه روان‌شناسی تربیتی، 18(66)، 111-145.  doi: 10.22054/jep.2023.66559.3586

 Educational Psychology is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.