بررسی تأثیر بازی‏های آموزشی بر اساس مدل برنامه‏ریزی چندبعدی بر کاهش اضطراب و بهبود مهارت‏های خودیاری

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Asan, H. &  Sezgin, Z. Ç.  (2020). Effects of the Educational Games on Primary School Students’ Speaking Skills and Speaking Anxiety. Journal of Theoretical Educational Science, 13 (4), 685-700. 

Banneyer, K. N., Bonin, L., Price, K., Goodman, W. K., & Storch, E. A. (2018). Cognitive behavioral therapy for childhood anxiety disorders: a review of recent advances. Current psychiatry reports, 20 (8), 65-72.

Clerkin, E. M., Sarfan, L. D., Parsons, E. M., & Magee, J. C. (2017). Mindfulness Facets, Social Anxiety, and Drinking to Cope with Social Anxiety: Testing Mediators of Drinking Problems. Mindfulness, 8 (1), 159-170.

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Garcia-Lopez, L. j., Saez-Castillo, A. J., & Fuentes-Rodriguez, G. (2016). Psychometric properties of the Youth Anxiety Measure for DSM-5, Part I (YAM-5-I) in a community sample of Spanish-speaking adolescents. Journal of Affective Disorders, 15 (208), 455-459.

Heeren, A., & McNally, R. J. (2018). Social anxiety disorder as a densely interconnected network of fear and avoidance for social situations": Correction. Cognitive Therapy and Research, 42 (6), 878–879.

Irwan Mahazir, I., Siti Khadijah, A., Mohd Erfy, I,. Kamaruzzaman, I., & Norazah, M. N. (2019). Impact of Games on Motivation, Attention and Skills in Pre-school Children. International Journal of Advanced Trends in Computer Science and Engineering, 157-159.

Lelisho, M. E., Merera, A. M., Tareke, S. A., Suleman Hassen, S. (2022). Generalized anxiety disorder among mothers attending perinatal services during COVID-19 pandemic: using ordinal logistic regression model. Heliyon, 8, 1-9.

Muller, E., & Donley, C. h. (2019). Measuring the Impact of a School-Based, Integrative Approach to Play Therapy on Students With Autism and Their Classroom Instructors. International Journal of Play Therapy, 28 (3), 123–132.

Myatt, M. (2018). Building curriculum coherence. Impact journal 0f the chartered college of teaching Raberts, R., Attkinsson, C.C., & Rosenblatt, A. (1998). Prevalence of psychopathology among children and adolescents. American Journal of Psychiatry., 155 (6), 715-725.

Özgan, E., Karakılıç, H. F., Binici, D., Ustaoglu, A., & Ayhan, M. (2019). The Relationship between Test Anxiety and Academic Performance. Electronic International Journal of Education, Arts, and Scienc, 5 (10), 1-12.

Pavlidou, I., Dragicevic, N., Tsui, E. (2021). A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective. Sustainability, 13 (1), 1-23.

Swan, A. J., & Kendall, P. C. (2016). Fear and missing out: Youth anxiety and functional outcomes. Clinical Psychology: Science and Practice, 23 (4), 417-435.

Toledo-Fernández, A., Betancourt-Ocampo, D., & González-González, A. (2021). Distress, Depression, Anxiety, and Concerns and Behaviors Related to COVID-19 during the First Two Months of the Pandemic: A Longitudinal Study in Adult Mexicans. Behav. Sci, 11 (76), 1-15.

Türkoğlu, B. (2019). The Effect of Educational Board Games Training Programme on the Social Skill Development of the Fourth Graders. Elementary Education Online, 18 (3), 1326-1344.

Wijnhoven, L. A. M., Creemers, D. H. M., Vermulst, A. A., Lindauer, J. L., Otten, R., Engels, C. M. E., Granic, I. (2020). Effects of the video game ‘Mindlight’ on anxiety of children with an autism spectrum disorder: A randomized controlled trial. Journal of Behavior Therapy and Experimental Psychiatry, 86,1-9.

Xiong, Z., Weng, X., & Wei, Y. (2022). SandplayAR: Evaluation of psychometric game for people with generalized anxiety disorder. The Arts in Psychotherapy, 80, 34-39.

Zeng, S., Tang, G., Su, M., Luo, X., Liang, H., Yang, L., & Zhang, B. (2022). Infralow-frequency transcranial magnetic stimulation as a therapy for generalized anxiety disorder: A randomized clinical trial. Comprehensive Psychiatry, 1 (117), 1-8.