ابوالمعالی، خ. (1399). پیامدهای روانشناختی و آموزشی بیماری کرونا در دانشآموزان و راهکارهای مقابله با آنها. فصلنامه روانشناسی تربیتی، 16(55)، 157-193.
علی پور، ا.، قدمی، ا.، علیپور، ز. و عبداله زاده، ح. (1398). اعتباریابی مقدماتی مقیاس اضطراب بیماری کرونا در نمونه ایرانی. فصلنامه علمی- پژوهشی روانشناسی سلامت، 8(32)، 163-175.
غفاری، س.، صادقی، ح.، سبحانی، ل. و رفیعی پور، ر. (1398). پیشبینی خودمهارگری بر اساس هیجانخواهی و خودمیان بینی؛ نقش میانجیگرانهی سبکهای مقابلهای دانشآموزان. پژوهش در نظامهای آموزشی، 13(47)، 153-170.
یاوری، ه. و لطفی عظیمی، ا. (1400). پیشبینی بیصداقتی تحصیلی بر اساس مجذوبیت تحصیلی، اهداف پیشرفت و باورهای ضمنی هوش در دوران شیوع کرونا ویروس. پژوهش در نظامهای آموزشی، 15(52)، 102-127.
یوسفوند، م.، کدیور، پ.، صرامی، غ. و عشرتی، ع. (1393). با عنوان اثربخشی بازخوردهای اصلاحی معلمان بر خودکارآمدی و میزان استفاده از راهبردهای یادگیری خودتنظیم دانشآموزان، اندیشههای نوین تربیتی، 10(1)، 94-104.
References
Aben, I., Verhey, F., Lousberg, R., Lodder, J., Honig, A. (2002).Validity of the Beck Depression Inventory, hospital anxiety and depression scale, SCL-90, and hamilton depression rating scale as screening instruments for depression in stroke patients. Psychosomatics, 43(5), 386-393.
Abolmaali, K. (2020). Psychological and Instructional consequences of Corona disease (Covid-19) and coping strategies with them. Educational Psychology, 16(55), 157-193. [In Persian].
Alipour, A., Ghadami, A., Alipour, Z., Abdollahzadeh, H. (2010). Preliminary validation of the Corona Anxiety Scale in an Iranian sample. Journal of Health Psychology, 13(47), 153-170. [In Persian].
Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing. Journal of Second Language Writing, 46, 100671.
Butler, DL., Wine, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis, Review of Educational Research, 65(3), 245-281.
Chalmers, D., Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46(7), 81-91.
Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4(5), 346–347.
Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health psychology, 39(5), 355.
Ghaffari, S., Sadeghi, H., Sobhani, L., Rafieipor, R. (2019). Self-control prediction based on excitement and self-esteem: interpersonal impact between students coping styles. Journal of Research in Educational Science, 13(47), 153-170. [In Persian].
Hanan, A., Firman, E., & Terasne, T. (2021). Investigating English Lecturerss’StrategIies OF Committing Online Written Corrective Feedback During COVID-19 Pandemic. Journal of Languages and Language Teaching, 10(1).
Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Husky, M. M., Kovess-Masfety, V., & Swendsen, J. D. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Comprehensive Psychiatry, 102, 152191.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217-230.
Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one, 15(8), e0238162.
Kamimura, A., Nourian, M. M., Assasnik, N., & Franchek-Roa, K. (2016). Depression and intimate partner violence among college students in Iran.
Asian journal of psychiatry, 23(14), 51-55.
https://pubmed.ncbi.nlm.nih.gov/27969079/
Kaur, N., Dwivedi, D., Arora, J., & Gandhi, A. (2020). Study of the effectiveness of e-learning to conventional teaching in medical undergraduates amid COVID-19 pandemic. National Journal of Physiology, Pharmacy and Pharmacology, 10(7), 563-567.
Kimbrel, N. A., Meyer, E. C., DeBeer, B. B., Gulliver, S. B., & Morissette, S. B. (2016). A 12-Month prospective study of the effects of PTSD-depression comorbidity on suicidal behavior in Iraq/ Afghanistan-era veterans. Psychiatry research, 243(10), 97-99.
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
Mahati, K., Bhagya, V., Christofer, T., Sneha, A., & Rao, B. S. (2015). Enriched environment ameliorates depression-induced cognitive deficits and restores abnormal hippocampal synaptic plasticity. Neurobiology of learning and memory, 33(8), 379-391. https://pubmed.ncbi.nlm. nih.gov/27555234/
Mahayosnand, P. P., Zanders, L., Sabra, Z. M., Essa, S., Ahmed, S., Bermejo, D. M., & Ablay, S. (2021). E-mentoring female underrepresented public health student researchers: supporting a more diverse postpandemic workforce. Health security.
Nadeak, B., Naibaho, L., & Silalahi, M. (2020). COVID-19 and Students’ Anxiety Management. International Journal of Innovation, Creativity and Change, 13(7), 1574-1587.
Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021). Prevalence of anxiety, depression, and stress among teachers during the CoViD-19 pandemic: a rapid systematic review with meta-analysis. Brain sciences, 11(9), 1172.
Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). The Impact of Teacher Corrective Feedback on EFL Student Writers' Grammatical Improvement. English Language Teaching, 10(10), 43-49.
Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's perceptions of student–teacher relationships. British Journal of Educational Psychology, 85(3), 276-288.
Yousefvand, M., Kadivar, P., Sarami, G., Eshrati, A. (2014). entitled The effectiveness of teachers 'corrective feedback on self-efficacy and the use of students' self-regulated learning strategies, New educational ideas, 10 (1), 92-104. [In Persian].
Yavari, H., Lotfi Azimi, A. (2021). The prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus. Journal of Research in Educational Science, 15(52), 102-127. [In Persian].