رابطه‌ی علّی الگوهای ارتباطی خانواده و جهت‌گیری‌های دینی با سرزندگی تحصیلی؛ نقش ابعاد خودکارآمدی

اردلان، الهام. (1386). بررسی رابطه­ی مهارت­های ارتباطی و سازگاری تحصیلی با نقش واسطه­ای خودکارآمدی. پایا­ن­نامه­یکارشناسیارشد، بخش روان­شناسی تربیتی، دانشگاه شیراز.

آذربایجانی، مسعود؛ و موسوی­اصل، مهدی. (1385). درآمدی بر روان­شناسی دین. تهران: سمت.

دهقانی­زاده، محمدحسین. (1391). بررسی میانجی­گری خودکارآمدی در رابطه­ی بین الگوهای ارتباطی خانواده و ساختار کلاس با سرزندگی تحصیلی. پایان‌نامه­ی کارشناسی ارشد، دانشگاه شیراز.

دهقانی­زاده، محمدحسین؛ و حسین­چاری، مسعود. (1391). سرزندگی تحصیلی و ادراک از الگوی ارتباطی خانواده؛ نقش واسطه­ای خودکارآمدی. مجله­ی مطالعات آموزش و یادگیری، 4 (1)، 21-46.

دهقانی­زاده، محمدحسین؛ و حسین­چاری، مسعود؛ مرادی، مرتضی و سلیمانی­خشاب، عباسعلی. (1393). سرزندگی تحصیلی و ادراک از الگوهای ارتباطات خانواده و ساختار کلاس؛ نقش واسطه­ای خودکارآمدی.  فصلنامه­ی روان­شناسی تربیتی، 10 (32)، 1-30.

سلیمانی خشاب، عباسعلی. (1391). بررسی اثر میانجی­گری معنویت و دین‌داری در رابطه­ی با پیش‌بینی تاب­آوری توسط پنج عامل شخصیت. پایان­نامه­ی کارشناسی ارشد، دانشگاه شیراز.

شکری، امید؛ طولابی، سعید؛ غنایی، زیبا؛ تقوایی­نیا، علی؛ کاکابرایی، کیوان؛ و فولادوند، خدیجه. (1390). مطالعه­ روان­سنجی پرسشنامه­ی باورهای خودکارآمدی تحصیلی. مجله­ی مطالعات آموزش و یادگیری، 3،2، 45- 61.

کورش­نیا، مریم؛ و لطیفیان، مرتضی. (1386). بررسی روایی و پایایی ابزار تجدیدنظر شده­ی الگوهای ارتباطی خانواده.فصلنامه­ی خانواده پژوهی، 3 (12)، 855-875.

مرادی، مرتضی؛ و چراغی، اعظم. (1393). الگوی علّی-تجربی از روابط بین ادراک از الگوهای ارتباط خانواده، ادراک از ساختار کلاس، انگیزش و خودگردانی تحصیلی و سرزندگی تحصیلی در نوجوانان دبیرستانی. مجله­ی مطالعات آموزش و یادگیری، 6 (1)، 113-140.

موسوی، ولی­اله؛ اسلام­دوست، فاطمه؛ و غباری بناب، باقر. (1390). بررسی ارتباط بین سبک­های اسناد و گرایش­های مذهبی دانشجویان. مجله­ی مطالعات آموزش و یادگیری، 3 (2)، 110- 85.

میرباقری، فاطمه. (1386). بررسی رابطه­ی بین جهت­گیری دینی (درونی- بیرونی) و سلامت روان در دانشجویان (دختر و پسر). پایان­نامه­ی کارشناسی­ارشد، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات.

میکائیلی، نیلوفر؛ رجبی، سعید؛ عباسی، مسلم و زمانلو، خدیجه. (1393). بررسی ارتباط تنظیم هیجان و عواطف مثبت و منفی با عملکرد و فرسودگی تحصیلی در دانشجویان. فصلنامه­ی روان­شناسی تربیتی، 10(32)، 32-53.

نیکنام، ندا. (1390). بررسی رابطه­ی الگوهای ارتباطی خانواده و ساختار کلاس با ابعاد خودکارآمدی. پایان­نامه­ی کارشناسی­ارشد،دانشگاه شیراز.

هاشمی، زهرا؛ و جوکار، بهرام. (1393). پیش­بینی تاب­آوری تحصیلی و هیجانی بر مبنای عوامل روان­شناختی، خانوادگی و اجتماعی: مقایسه نیمرخ پیش­بینی ابعاد تاب­آوری هیجانی و تحصیلی. مطالعات روان­شناختی، 10 (4)، 137-162.

یوسفی، فریده. (1386). ارتباط سبک فرزندپروری والدین با مهارت­های اجتماعی و جنبه‌هایی از خودپنداره­ی دانش­آموزان دبیرستانی. دو ماهنامه­ی علمی- پژوهشی دانشور رفتار، 14(22)، 37-46.

Akin, A. (2008). Self-efficacy, achievement goals, and depression, anxiety, and stress: A structural equation modeling. Word Applied Sciences Journal, 3 (5), 725-732.

Allport. G. W. (1950). The Individual and his Religion and Psychological Interpretation. New York: Macmillan.

Allport. G.W., & Ross, J. M. (1967). Personal Religious Orientation and Prejudice. Journal of Personality and Social Psychology, 5, 432- 443.

Bandura, A. (1977). Self-efficacy: The exercise of control. New York: Freedom.

Bandura, A. (1991). Social Cognitive Theory of Self-Regulation. Organizational Behavior and Human Decision Processes.50, 248-287.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1−26.

Bandura, A., Pastorelli, C., Barbananelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social psychology, 76, 258-269.

Basol, G. (2010). Validity and reliability of Turkish form of children’s self-efficacy scale on Turkish primary school students. Procedia Social and Behavioral Sciences. 4082-4086.

Benight, C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behavior Research and Therapy, 42, 1129-1148.

Bergin, A. E. (1991). Values and religious issue in psychotherapy and mental health. American Psychology, 46, pp. 394- 403.

Bong, M. (2008). Effect of parent-child relationship and classroom goal structure on motivation, help-seeking avoid and cheating. The Journal of Experimental Education, 76 (2), 191-217.

Bong, M. & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.

Byars- Winston, A., & Fouad, N. (2008). Math/ science social cognitive variables in college student: contributions of contextual factors in predicting goals. Journal of Career Assessment, 16 (4), 425-440.

Campbell-Sills, L., Cohan, S., & Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behavior research and therapy, 44, 585-599.

Caprara, G. V., Barbaranelli, C., Steca, P, & Malone. P. S (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.

Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie. J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817

Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93, 55- 64.

Cheung, S., & Sun, S. Y. K. (2000). Effects of self-efficacy and social support on the mental health conditions of mutual-aid organization members. Social Behavior and Personality, 28, 413-422.

Deborah, J., & Gustavo, C. (2004). The differential relations of maternal and paternal support and control to adolescent social competence, self-worth, and sympathy. Journal of Adolescent Research, 19, 6, 759-782.

Emmons, R. A, (2000). Spirituality and intelligence: problems and prospects, The International Journal for The Psychology of religion, 10 (1), 57 - 64.

Fitzpatrick, M. A. & Ritchie, L. D. (1994). Communication schemata within the family: Multiple perspectives on family interaction. Human Communication Research, 20, 275-301.

Fitzpatrick, M. A. (2004). The family communication patterns theory: Observations on its development and application. The Journal of Family Communication, 4, 167-179.

Friborg, O., Barlaug, D. Martinussen, M., Rosenvinge, J. H., & Hjemdal, O., (2005). Resilience in relation to personality and intelligence. International Journal of Methods in Psychiatric Research, 14(1), 29-42.

Garmezy, N. (1991). Resilience and vulnerability to adverse developmental outcomes associate with poverty. American Behavioral Scientist, 34, 416-430.

Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social and academic adjustment of college student: a longitudinal study of retention. Journal of Counseling and Development, 72(3), 281-288.

Gizir, Cem. Ali. (2004). Academic Resilience: An investigation of protective factors contributing to the academic achievement of eight grades student in poverty. Ph.D., Department of Educational Sciences. Middle East Technical University.

Gore, P. A., Jr. (2006). Academic self-efficacy as a predictor of college outcome: Two incremental validity studies. Journal of Career Assessment, 14 (1), 92- 115.

Hill, P. C. & Hood, R. (1999). Measures of religiosity. Birmingham, Ala. religious education. HTT Gene. Science, 301:386–389.

Holden, G., Moncher, M. S., Schinke, S. P., & Barker, K. M. (1990). Self-efficacy of children and adolescents: A meta-analysis. Psychological Reports, 66, 1044-1046.

Kahn, J. H., & Nauta, M. M. (2001). Social- cognitive predictors of first-year college persistence: The importance of proximal assessment. Research in Higher Education, 42, 633- 652.

Kirkpatrick, L.A & hood, R. A, (1990). Intrinsic, extrinsic religious orientation. The boon or bane of contemporary of religion of religion, Journal for the scientific study of Religion, 29, (315 - 334).

Koenig, H. G. (2007). Spirituality and Depression: A Look at the Evidence, Southern Medical Journal, Vol.100, Iss.7, 737-739.

Koerner, A. F., & Fitzpatrick, M. A. (1997). Family type and conflict: The impact of conversation orientation and conformity orientation on conflict in the family, Communication Studies, 48, 59-78.

Koerner, A. F., & Fitzpatrick, M. A. (2002). Toward a theory of family communication. Communication Theory, 12, 70-91.

Koesten, J. & Anderson, K. (2004). Exploring the influence of family communication patterns, cognitive complexity, and interpersonal competence on adolescent risk behaviors. Journal of family communication, 4(2), 99-121.

Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychology Measurment, 30, 607-610.

Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.

Lent, R. W., Brown, S. D., & Gorge, P. A. (1997). Discriminate and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44, 307-315.

Lent, R. W., Brown, S. D., Brenner, B., Chopara, S. B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/ science educational options: a test of social cognitive hypotheses. Journal of Counseling Psychology, 48 (4), 474- 483.

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.

Luzzo, D. A., & McWhirter, E. H. (2001). Sex and ethnic differences in the perception of educational and career- related barriers and levels of coping efficacy. Journal of Counseling Development, 79 (1), 61- 67.

Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77−172.

Marshal. M., L. (2009). Examining School Climate: Defining Factors and Educational Influences. Centre for Research on School Safety, School Climate and Classroom Management Available on line in http://www.schoolsafety@gsu.edu

Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.

Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychology, 56, 227-238.

Masters, K. S., & Spielmans, G. I. (2007). Prayer and health: Review, meta-analysis, and research agenda. Journal of Behavioral Medicine, 30,329–338.

Mattis, J. S., Fontenot, D. L., & Hatcher- Kay, C. A. (2003). Religiosity racism, and dispositional optimism among African Americans. Journal of Personality and Individual Differences, 34(6), 1025- 1038.

McLeod, J. M., & Chaffee, S. H. (1972). The construction of social reality. In J. Tedeschi (Ed.), The Social Influence Process (pp. 50-59). Chicago, IL: Aldine-Atherton.

Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predators of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.

Mercer, S., Nellis, L., Martínez, R & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology,49, 323–338

Moreira-Almeida, Alexander. LotufoNeto, Francisco. Koenig & Harold (2006). Religiousness and Mental Health: a review, Center for the Study of Religious and Spiritual Problems (NEPER), Department of Psychiatry, Universidade de São Paulo (USP), São Paulo (SP), Brazil: 131-119.

Muris, p. (2001). A Brief Questionnaire for Measuring Self-Efficacy in Youths, Journal of Psychology and Behavioral Assessment, 23 (3), 145-149.

Pintrich, P. R., & De Groot, E. V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82,33-40.

Putwain, D. V & Connors, L & Symes, W & Douglas-Osborn. E. (2011). Is academic buoyancy anything more than adaptive coping?, Anxiety, Stress & Coping.1-10.

Ritchie, L. D., & Fitzpatrick, M. A. (1990). Family communication patterns: Measuring intrapersonal perceptions of interpersonal relationships. Communication Research, 17 (4), 523-544.

Sarah, M., Paul, C., & Lisa. K. M. (2013). Well-being, Academic buoyancy and educational achievement in primary school student. International Journal of Educational Research, 62, 239-248.

Schrodt, P., Witt, P. L., & Messer smith, A. S. (2008). A meta-analytical review of family communication patterns and their associations with information processing, behavioral and psychosocial outcomes. Communication Monographs, 75 (3), 248-269.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychology, 26, 207-231.

Sinetar, M. (2000). Spiritual Intelligence: What we can learn from the early awakening child, New York, Orbis Books.

Stoever, S. (2004). Multiple predictors of college adjustment and academic performance for undergraduates in their first semester. Dissertation Prepared for The Degree of Doctor of Philosophy, University of North Texas, May.

Waller, M. A. (2001). Resilience in ecosystemic context: Evolution of the child. American Journal of Orthopsychiatry, 71,290-297.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46, 6, 678- 706.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn.