سازه‌های روان‌شناسی مثبت‌محور در حوزه نارسایی‌های یادگیری ویژه: مطالعه مروری نظامند

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References [In Persian]

Badri Gargari, R., Nemati, S., & Khani Salavat, Z. (2020). The effectiveness of mindfulness training on the span of working memory in children with specific learning disability. Journal of Learning Disabilities, 10(1), 32-47. doi: 10.22098/jld.2020.1043.

Dehghani, Y., Ismaeili, K., & Afshin, S. A. (2022). The effectiveness of hope training on academic engagement, academic burnout, and academic optimism in students with learning disorder. Journal of Exceptional Children, 22(2), 19-36.

Dehghani, Y., Majdian, N., Afshin, S. A., & Farazja, M. (2021). The effectiveness of mindfulness training on planning and cognitive flexibility of students with learning disability. Educational Psychology, 17(60), 111-135. doi:10.22054/jep.2022.58244.3252.

Mortazavi Emami, S., Ahghar, G., Pirani, Z., Heidari, H., & Hamidi Pour, R. (2019). The effects of positive psychology intervention on self-efficacy and psychological hardiness of female students. Quarterly Journal of Family and Research, 16(2), 67-82.

Naemi, A. M., & Faeghi, Z. Kh. (2018). Effectiveness of positive psychology intervention on self-forgiveness and resilience in mothers of children with learning disabilities. Journal of Exceptional Children, 18(2), 23-38. doi:10.22034/jec.2018.16826612.1397.18.2.8.7.

Nemati, S., Badri Gargari, R., & Khani-Salavat, Z. (2019). The effect of mindfulness on attention and comprehension in children with specific learning disability with impairment in reading. Research in Cognitive and Behavioral Sciences, 9(1), 91-104. doi:10.22108/cbs.2020.124500.1433.

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