دهقانی زاده، محمدحسین و حسین چاری، مسعود (1391). سرزندگی تحصیلی و ادراک از الگوی ارتباطی خانواده، نقش واسطه ای خودکارآمدی. مجله مطالعات آموزش و یادگیری، 4(2)، 47-21.
صادقی، مسعود؛ ویسکرمی، حسنعلی و چهری، پرستو (1395). بررسی تاثیر آموزش امید بر درگیری تحصیلی دانشآموزان دختر کم توان ذهنی. تعلیم و تربیت استثنایی. 16(2)، 37-30.
Ashnani, E. M., & Mostolizade, Z. (2014). The role of School Factors in strengthen vitality and happiness (mirthfulness) of Isfahan primary school students. Kuwait Chapter of the Arabian Journal of Business and Management Review, 3(12), 232.
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental review, 29(3), 180-200.
Chakrabarti, S. (2014). Hopelessness, Suicidal Risk and Perceived Source of Control among College Students of Agartala. Journal of Research: THE BEDE ATHENAEUM, 5(1), 35-39.
Cheavens, J. S., Feldman, D. B., Woodward, J. T., & Snyder, C. R. (2006). Hope in cognitive psychotherapies: On working with client strengths. Journal of cognitive Psychotherapy, 20(2), 135-145.
Collie, R. J., Martin, A. J., Malmberg, L. E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross‐lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130.
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: problems, progress, and potential in theory and research. Psychological bulletin, 127(1), 87.
Danner, U. N., Sternheim, L., & Evers, C. (2014). The importance of distinguishing between the different eating disorders (sub) types when assessing emotion regulation strategies. Psychiatry research, 215(3), 727-732.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related selfregulation and its relation to children's maladjustment. Annual review of clinical psychology, 6, 495-525.
Evans, L. D., Kouros, C., Frankel, S. A., McCauley, E., Diamond, G. S., Schloredt, K. A., & Garber, J. (2015). Longitudinal relations between stress and depressive symptoms in youth: Coping as a mediator. Journal of abnormal child psychology, 43(2), 355-368.
Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-
216
Finch, D., Peacock, M., Lazdowski, D., & Hwang, M. (2015). Managing emotions: A case study exploring the relationship between experiential learning, emotions, and student performance. The International Journal of Management Education, 13(1), 23-36.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter. John Wiley & Sons.
Kwon, P., Birrueta, M., Faust, E., & Brown, E. R. (2015). The Role of Hope in Preventive Interventions. Social and Personality Psychology Compass, 9(12),
.407-696
Lester, D. (2013). Hopelessness in undergraduate students around the world: A review. Journal of affective disorders, 150(3), 1204-1208.
Lopez, S. J., Rose, S., Robinson, C., Marques, S. C., & Pais-Ribeiro, J. O. S. E. (2009). Measuring and promoting hope in school children. Handbook of positive psychology in the schools, 37-51.
Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday 'and ‘classic 'resilience in the face of academic adversity. School Psychology International, 34(5), 488-500.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35, 353–370. doi: 10.1080/03054980902934639.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time?. British Journal of Educational Psychology, 80(3), 473-496.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), .121
Ng, C. S., & Hurry, J. (2011). Depression amongst Chinese adolescents in Hong Kong: An evaluation of a stress moderation model. Social indicators research, 100(3), 499-516.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25(3), 349-358.
Schraml, K., Perski, A., Grossi, G., & Simonsson-Sarnecki, M. (2011). Stress symptoms among adolescents: The role of subjective psychosocial conditions, lifestyle, and self-esteem. Journal of adolescence, 34(5), 987-996.
Seiffge‐Krenke, I. (2011). Coping with relationship stressors: A decade review. Journal of research on adolescence, 21(1), 196-210.
Seligman, M.E.P., Ernest, R.M., Gillham, J., Peivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293-311.
Shek, D. T., & Li, X. (2016). Perceived school performance, life satisfaction, and hopelessness: a 4-year longitudinal study of adolescents in Hong Kong. Social indicators research, 126(2), 921-934.
Snyder, C. R. (1999). Coping: The psychology of what works. Clarendon Press.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental psychology, 50(3), .946
Yavas, U., Babakus, E., & Karatepe, O. M. (2013). Does hope moderate the impact of job burnout on frontline bank employees’ in-role and extra-role performances?. International Journal of Bank Marketing, 31(1), 56-70
)