Aranas, K. R., Buenconsejo, J. U., & Zalameda, C. J. (2020). Dimensions of school burnout as predictors of symptoms of anxiety, depression, and suicidal ideation among college students. Brillar, 1(1), 33-42.
Arora, S., Chaudhary, P., & Singh, R. K. (2021). Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy.
Interactive Technology and Smart Education.
Interactive Technology and Smart Education,
18(3), 1-18.
Arunkumar, R., Midgley, C., & Urdan, T. (1999). Perceiving high or low home-school dissonance: Longitudinal effects on adolescent emotional and academic well-being. Journal of Research on Adolescence, 9(4), 441-466.
Aslan, I., Ochnik, D., & Çınar, O. (2020). Exploring perceived stress among students in Turkey during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 17(23), 1-17.
Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3), 189-202.
Bakhshi, N., & Yousefi, F. (2020). Psychometric properties of the profile of emotional competence. Journal of Psychology, 24(2), 150-166 [Persian]
Basheti, I. A., Mhaidat, Q. N., & Mhaidat, H. N. (2021). Prevalence of anxiety and depression during COVID-19 pandemic among healthcare students in Jordan and its effect on their learning process: A national survey. PLoS One, 16(4), 1-16.
Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528.
Bayot, M., Roskam, I., Gallée, L., & Mikolajczak, M. (2020). When emotional intelligence backfires: Interactions between intra-and interpersonal emotional competencies in the case of parental burnout. Journal of Individual Differences, 42(1), 1-8.
Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224.
Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013). The profile of emotional competence (PEC): Development and validation of a self-reported measure that fits dimensions of emotional competence theory. PLoS One, 8(5), 1-8.
Burch, G. F., Heller, N. A., Burch, J. J., Freed, R., & Steed, S. A. (2015). Student engagement: Developing a conceptual framework and survey instrument. Journal of Education for Business, 90(4), 224-229.
Cassidy, S. (2016). The academic resilience scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1-11.
Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1), 1-7.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618-635.
Chung, H. F. (2008). Resiliency and character strengths among college students (Doctoral dissertation). The University of Arizona, Tucson.
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor–Davidson resilience scale (CD-RISC). Depression and Anxiety, 18, 76–82.
DeGarmo, D. S., & Martinez Jr, C. R. (2006). A culturally informed model of academic well‐being for Latino youth: The importance of discriminatory experiences and social support. Family Relations, 55(3), 267-278.
Demetriou, L., Keramioti, L., & Hadjicharalambous, D. (2021). Examining the relationship between distance learning processes and university students’ anxiety in times of covid. European Journal of Social Sciences Studies, 6(2), 123-141.
Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of students and academic performance in Benadir University. Journal of Education and Practice, 7(24), 59-63.
Di Chiacchio, C., De Stasio, S., & Fiorilli, C. (2016). Examining how motivation toward science contributes to omitting behaviors in the Italian PISA 2006 sample. Learning and Individual Differences, 50, 56–63.
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of students' expectancy-value beliefs. Frontiers in Psychology, 8, 1-12.
Dougherty, D., & Sharkey, J. (2017). Reconnecting youth: Promoting emotional competence and social support to improve academic achievement. Children and Youth Services Review, 74, 28-34.
Duarte, C., Pinto-Gouveia, J., & Rodrigues, T. (2015). Being bullied and feeling ashamed: Implications for eating psychopathology and depression in adolescent girls. Journal of Adolescence, 44, 259-268.
Eastabrook, J. M., Flynn, J. J., & Hollenstein, T. (2014). Internalizing symptoms in female adolescents: Associations with emotional awareness and emotion regulation. Journal of Child and Family Studies, 23(3), 487-496.
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol. 1. Individual bases of adolescent development (pp. 404-434). Hoboken: John Wiley & Sons.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 1-13.
Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC, USA: Association for the Advancement of Computing in Education (AAC).
Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review Public Health, 26, 399-419.
Fiorilli, C., Galimberti, V., De Stasio, S., Di Chiacchio, C., & Albanese, A. (2014). School burnout inventory with Italian students of high school. Psicologia Clinica Dello Sviluppo, 18(3), 403–424.
Fontes, A. P., & Neri, A. L. (2015). Resilience in aging: Literature review. Ciencia & Saude Coletiva, 20(5), 1475-1495.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319.
Gaur, U., Majumder, M. A. A., Sa, B., Sarkar, S., Williams, A., & Singh, K. (2020). Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN comprehensive Clinical Medicine, 2(11), 1992-1997.
Grove, K. (2018). Resilience. London: Routledge.
Gustiani, S. (2020). Students' motivation in online learning during covid-19 pandemic ERA: A case study. Holistics, 12(2), 23-40.
Hajiyakhchali, A. (2013). The effects of creative problem solving process training on academic well-being of Shahid Chamran University students. Procedia-Social and Behavioral Sciences, 84, 549-552.
Hajizadeh, A., Azizi, G., & Keyhan, G. (2021). Analyzing the opportunities and challenges of e-learning in the Corona era: An approach to the development of e-learning in the post-Corona. Journal of Teaching Research, 9(1), 174-204 [Persian]
Harvey, J., & Delfabbro, P. H. (2004). Psychological resilience in disadvantaged youth: A critical overview. Australian Psychologist, 39(1), 3-13.
Hassannia, S., & Sabzi, N. (2020). Causal explanation of academic engagement based on academic support and students' psychological capital. Studies in Learning & Instruction, 12(1), 30-52 [Persian]
Herbert, M. (2011). An exploration of the relationships between psychological capital (hope, optimism, self-efficacy, resilience), occupational stress, burnout and employee engagement (Doctoral dissertation). Stellenbosch: Stellenbosch University.
Hu, T., Zhang, D., & Wang, J. (2015). A meta-analysis of the trait resilience and mental health. Personality and Individual Differences, 76, 18-27.
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), 1-12.
Jadidian, A., & Duffy, R. D. (2012). Work volition, career decision self-efficacy, and academic satisfaction: An examination of mediators and moderators. Journal of Career Assessment, 20(2), 154-165.
Joyce, S., Shand, F., Tighe, J., Laurent, S. J., Bryant, R. A., & Harvey, S. B. (2018). Road to resilience: A systematic review and meta-analysis of resilience training programmes and interventions. BMJ Open, 8(6), 1-19.
Kay, S. A. (2016). Emotion regulation and resilience: Overlooked connections. Industrial and Organizational Psychology, 9(2), 411-415.
Kim, S. H., & Shin, S. (2021). Social-emotional competence and academic achievement of nursing students: A canonical correlation analysis. International Journal of Environmental Research and Public Health, 18(4), 1-11.
Kline, R. B. (2016). Methodology in the social sciences. Principles and practice of structural equation modeling (4th Ed.). New York: Guilford Press.
Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centered approach. Learning and Individual Differences, 31, 1-10.
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683-706.
Kumalasari, D., & Akmal, S. Z. (2022). Less stress, more satisfaction with online learning during the COVID-19 pandemic: The moderating role of academic resilience. Psychological Research on Urban Society, 4(1), 36-44.
Lee, E. (2019). Effect of resilience on academic burnout of nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 20(6), 178-187.
Lee, J., Jeong, H. J., & Kim, S. (2021). Stress, anxiety, and depression among undergraduate students during the COVID-19 pandemic and their use of mental health services. Innovative Higher Education, 46(5), 519-538.
Leroy, V., Grégoire, J., Magen, E., Gross, J. J., & Mikolajczak, M. (2012). Resisting the sirens of temptation while studying: Using reappraisal to increase focus, enthusiasm, and performance. Learning and Individual Differences, 22(2), 263-268.
Leys, C., Arnal, C., Wollast, R., Rolin, H., Kotsou, I., & Fossion, P. (2020). Perspectives on resilience: personality trait or skill? European Journal of Trauma & Dissociation, 4(2), 1-6.
Lin, G. X., Szczygieł, D., Hansotte, L., Roskam, I., & Mikolajczak, M. (2021). Aiming to be perfect parents increases the risk of parental burnout, but emotional competence mitigates it. Current Psychology, 1-9.
Madigan, D. J., & Curran, T. (2020). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387-405.
Mahapatra, A., & Sharma, P. (2021). Education in times of COVID-19 pandemic: Academic stress and its psychosocial impact on children and adolescents in India. International Journal of Social Psychiatry, 67(4), 397-399.
Mahdy, M. A. (2020). The impact of COVID-19 pandemic on the academic performance of veterinary medical students. Frontiers in veterinary science, 7, 1-8.
Maia, B. R., & Dias, P. C. (2020). Anxiety, depression and stress in university students: The impact of COVID-19. Estudos de Psicologia (Campinas), 37, 1-8.
Malouff, J. M., Schutte, N. S., & Thorsteinsson, E. B. (2014). Trait emotional intelligence and romantic relationship satisfaction: A meta-analysis. The American Journal of Family Therapy, 42(1), 53-66.
Marchiondo, K., Marchiondo, L. A., & Lasiter, S. (2010). Faculty incivility: Effects on program satisfaction of BSN students. Journal of Nursing Education, 49(11), 608-614.
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.
May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131.
May, R. W., Sanchez-Gonzalez, M. A., & Fincham, F. D. (2015). School burnout: increased sympathetic vasomotor tone and attenuated ambulatory diurnal blood pressure variability in young adult women. Stress, 18(1), 11-19.
Meneghel, I., Martínez, I. M., Salanova, M., & De Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875-890.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. California: Sage publications.
Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Frontiers in Public Health, 8, 1-7.
Mikolajczak, M., Avalosse, H., Vancorenland, S., Verniest, R., Callens, M., Van Broeck, N., …, & Mierop, A. (2015). A nationally representative study of emotional competence and health. Emotion, 15(5), 653.
Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. Y. (2009). Family economic stress and academic well-being among Chinese-American youth: The influence of adolescents’ perceptions of economic strain. Journal of Family Psychology, 23(3), 279-290.
Moradi, M., Soleymani Khashab, A. A., Shahabzadeh, S., Sabaghian, H., & Dehghanizadeh, M. H. (2016). Testing for the factor structure and measurement of internal consistency of the Irani version of academic well-being questionnaire. Quarterly of Educational Measurement, 7(26), 123-148 [Persian]
Moreno-Fernandez, J., Ochoa, J. J., Lopez-Aliaga, I., Alferez, M. J. M., Gomez-Guzman, M., Lopez-Ortega, S., & Diaz-Castro, J. (2020). Lockdown, emotional intelligence, academic engagement and burnout in pharmacy students during the quarantine. Pharmacy, 8(4), 1-8.
Mortazavi, F., Salehabadi, R., Sharifzadeh, M., & Ghardashi, F. (2021). Students’ perspectives on the virtual teaching challenges in the COVID-19 pandemic: A qualitative study. Journal of Education and Health Promotion, 10, 1-6.
Murray, C. (2003). Risk factors, protective factors, vulnerability, and resilience: A framework for understanding and supporting the adult transitions of youth with high-incidence disabilities. Remedial and Special Education, 24(1), 16-26.
Mwangi, C. N., Okatcha, F. M., Kinai, T. K., & Ireri, A. M. (2015). Relationship between academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. International Journal of School and Cognitive Psychology, 2, 1-5.
Nair, R. L., Delgado, M. Y., Wheeler, L. A., & Thomas, R. (2021). Prospective links between acculturative stress and academic well-being among Latinx adolescents. Journal of Applied Developmental Psychology, 73, 1-13.
Nelis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F., Dupuis, P., & Mikolajczak, M. (2011). Increasing emotional competence improves psychological and physical well-being, social relationships, and employability. Emotion, 11(2), 354-366.
Neumann, A., van Lier, P. A., Gratz, K. L., & Koot, H. M. (2010). Multidimensional assessment of emotion regulation difficulties in adolescents using the difficulties in emotion regulation scale. Assessment, 17(1), 138-149.
Nozaki, Y. (2015). Emotional competence and extrinsic emotion regulation directed toward an ostracized person. Emotion, 15, 763–774.
Nozaki, Y., & Koyasu, M. (2013). The relationship between trait emotional intelligence and interaction with ostracized others’ retaliation. PLoS One, 8(10), 1-7.
NyamburaMwangi, C., MuriithiIreri, A., Mwaniki, E. W., & Wambugu, S. K. (2018). Relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. People, 3(3), 1092-1107.
Oyoo, S. A., Mwaura, P. M., & Kinai, T. (2018). Academic resilience as a predictor of academic burnout among form four students in Homa-Bay County, Kenya. International Journal of Education and Research, 6(3), 187-200.
Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children's peer relations at school. Social Development, 15(3), 537-547.
Rajan, S. K., Harifa, P. R., & Pienyu, R. (2017). Academic resilience, locus of control, academic engagement and self-efficacy among the school children. Indian Journal of Positive Psychology, 8(4), 507-511.
Ramezanpour, A., Kouroshnia, M., Mehryar, A., & Javidi, H. (2019). Psychometric evaluation of the academic resilience scale (ARS-30) in Iran. Iranian Evolutionary and Educational Psychology Journal, 1(3), 144-150.
Reeve, J. (2018). Understanding motivation and emotion. Hoboken, New Jersey: John Wiley & Sons.
Rezaeisharif, A., Harangza, M., & Fathi, D. (2021). Investigating the mediating role of fear of failure and difficulty in regulating emotion in the relationship between negative perfectionism and academic procrastination. Journal of School Psychology, 10(3), 49-64 [Persian]
Rezapour Mirsaleh, Y., Behjat Manesh, A., & Tavallaei, S. V. (2016). Role of secondary post-traumatic stress disorder and resilience on academic motivation and performance of veterans’ student children. Iranian Journal of War & Public Health, 8(4), 225-233 [Persian]
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.
Robinson, C., & Snipes, K. (2009). Hope, optimism and self-efficacy: A system of competence and control enhancing African American college students’ academic well-being. Multiple Linear Regression Viewpoints, 35(2), 16-26.
Ruus, V. R., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E. S., & Veisson, A. (2007). Students'well-being, coping, academic success, and school climate. Social Behavior and Personality: An International Journal, 35(7), 919-936.
Saleem, F., Legette, K. B., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97-111.
Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21-28.
Salmela-Aro, K., & Upadyaya, K. (2020). School engagement and school burnout profiles during high school-The role of socio-emotional skills. European Journal of Developmental Psychology, 17(6), 943-964.
Schipper, M., & Petermann, F. (2013). Relating empathy and emotion regulation: Do deficits in empathy trigger emotion dysregulation? Social Neuroscience, 8(1), 101-107.
Schoon, I. (2006). Risk and resilience: adaptations in changing times. New York: Cambridge University Press.
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607.
Shek, D. T., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11, 1-14.
Shi, W., Yuan, G. F., Hall, B. J., Liu, X., Su, Y., Zhao, L., & Jia, P. (2021). Mental disorders and emotional competence among Chinese adolescents before and during COVID-19 pandemic: A longitudinal mediation model. Frontiers in Public Health, 9, 1-9.
Singh, P., & Singh, N. (2013). Difficulties in emotion regulation: A barrier to academic motivation and performance. Journal of the Indian Academy of Applied Psychology, 39(2), 289-297.
Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 1-14.
Strack, J., & Esteves, F. (2015). Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals. Anxiety, Stress, & Coping, 28(2), 205-214.
Stukalina, Y. (2012). Addressing service quality issues in higher education: The educational environment evaluation from the students’ perspective, Technological and Economic Development in Economy, 18(1), 84–98.
Stukalina, Y. (2014). Identifying predictors of student satisfaction and student motivation in the framework of assuring quality in the delivery of higher education. Business, Management and Education, 12(1), 127-137.
Sveinsdóttir, H., Flygenring, B. G., Svavarsdóttir, M. H., Thorsteinsson, H. S., Kristófersson, G. K., Bernharðsdóttir, J., & Svavarsdóttir, E. K. (2021). Predictors of university nursing students’ burnout at the time of the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 106, 1-8.
Szczygiel, D., & Mikolajczak, M. (2018). Is it enough to be an extrovert to be liked? Emotional competence moderates the relationship between extraversion and peer-rated likeability. Frontiers in Psychology, 9, 1-9.
Tarbetsky, A. L., Martin, A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In E. Frydenberg, A. Martin, & R. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific (pp. 17-37). Singapore: Springer.
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the covid-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 1-5.
Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Mercader, I., López-Liria, R., & Rocamora, P. (2020). The influence of transformational teacher leadership on academic motivation and resilience, burnout and academic performance. International Journal of Environmental Research and Public Health, 17(20), 1-12.
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, 649–662.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
Unda-López, A., Osejo-Taco, G., Vinueza-Cabezas, A., Paz, C., & Hidalgo-Andrade, P. (2022). Procrastination during the COVID-19 Pandemic: A scoping review. Behavioral Sciences, 12(2), 1-16.
Varghese, A. M., & Natsuaki, M. N. (2021). Coping with the pandemic: Implementing social and emotional learning in the California K-12 school system. Policy Insights from the Behavioral and Brain Sciences, 8(2), 136-142.
Volkaert, B., Wante, L., Van Beveren, M. L., Vervoort, L., & Braet, C. (2020). Training adaptive emotion regulation skills in early adolescents: The effects of distraction, acceptance, cognitive reappraisal, and problem solving. Cognitive Therapy and Research, 44(3), 678-696.
Wang, J., Bu, L., Li, Y., Song, J., & Li, N. (2021). The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 102, 1-6.
Wang, Y., Xia, M., Guo, W., Xu, F., & Zhao, Y. (2022). Academic performance under COVID-19: The role of online learning readiness and emotional competence. Current Psychology, 1-14.
Widlund, A., Tuominen, H., & Korhonen, J. (2018). Academic well-being, mathematics performance, and educational aspirations in lower secondary education: Changes within a school year. Frontiers in Psychology, 9, 1-20.
Wright, M. O., Masten, A. S. (2005). Resilience processes in development. In S. Goldstein & R. B. Brooks (Eds), Handbook of resilience in children. Springer, Boston, MA. https://doi.org/10.1007/0-306-48572-9_2
Yang, C., Chen, A., & Chen, Y. (2021). College students’ stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PLoS One, 16(2), 1-16.
Yap, K., Mogan, C., Moriarty, A., Dowling, N., Blair‐West, S., Gelgec, C., & Moulding, R. (2018). Emotion regulation difficulties in obsessive‐compulsive disorder. Journal of Clinical Psychology, 74(4), 695-709.
Ye, Z. J., Zhang, Z., Zhang, X. Y., Tang, Y., Chen, P., Liang, M. Z., ... & Yu, Y. L. (2020). State or trait? Measuring resilience by generalisability theory in breast cancer. European Journal of Oncology Nursing, 46, 1-8.