Aghamirali, M., Kadivar, P., & Emamipour, S. (2022). Structural equation modeling of teacher and peer social support with academic performance and buoyancy mediated by competence and academic excitement. Psychological Achievements, 29(1), 1-14. [In Persian]
Akbari Balootbangan, A., & Talepasand, S. (2015). Psychometric properties of Harter’s bullying scale in primary schools of Semnan. Scientific Journal of School of Public Health and Institute of Public Health Research, 12(4), 13-28. [In Persian]
Allameh, A., Shehni Yeilagh, M., Haji Yakhchali, A. R., & Mehrabizadeh Honarmand, M. (2015). The comparison of self-efficacy in peer interaction and social competence of male students with aggressive and normal behaviors. Social Cognition, 4(2), 102-123. [In Persian]
Angela, M., Maria, C., & Beatriz, D. (2023). School bullying and cyberbullying in academically gifted students: A systematic review.
Aggression and Violent Behavior, 71.
https://doi.org/10.1016/j.avb.2023.101842
Bagherizadeh Velmi, P., Khosh Ravesh, V., & Pourmohsen, M. (2022). Investigating the relationship between social support and life satisfaction with regard to the mediating role of academic competence and self-efficacy in primary school students in Rasht. Journal of New Ideas of Psychology, 10(14), 1-11. [In Persian]
Candal, M. C., Brasoul, J. A. (1993). Bullying experiences among children and youth with autism spectrum disorders.
Journal of Autism and Developmental Disorders,
42(2), 266-277.
https://doi.org/10.1007/s10803-011-1241-x
Chen, D. W. (2018). Subjective well-being of Hong Kong Chinese teachers: The contribution of gratitude, forgiveness, and the orientations to happiness.
Teaching and Teacher Education, 32, 22-30,
https://doi.org/10.1080/01443410903493934
Daderman, A. M., & Ragnestål-Impola, C. (2019). Workplace bullies, not their victims, score high on the dark triad and extraversion, and low on agreeableness and honesty-humility.
Heliyon, 5(10), e02609.
https://doi.org/10.1016/j.heliyon.2019.e02609
Dobia, B., Parade. R.H., Roffey, S., & Smith, M. (2019). Social and emotional learning: From individual skills to class cohesion. Educational and Child Psychology, 36(2), 78-85.
Elliot, A. J., Gable, S. L., & Mapes, R. R. (2006). Approach and avoidance motivation in the social domain.
Personality and Social Psychology Bulletin, 32, 378–391.
https://doi.org/10.1177/0146167205282153
Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates.
Journal of Emotional Abuse, 2(2-3), 123–142.
https://doi.org/10.1300/J135v02n02_08
Eyvazi, Kh (2011). The effectiveness of emotional intelligence training on stress management, time management and self-efficacy in girls' high school students of Heer city (Master's thesis in the field of clinical psychology). Mohaghegh Ardabili University. [In Persian]
Felner, R. D., Lease, A. M., & Phillips, R. S. (1990). Social competence and the language of adequacy as a subject matter for psychology: A quadripartite tri-level framework.
The Development of Social Competence in Adolescence, 245-64.
http://dx.doi.org/10.21859/jpen-04041
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.
https://doi.org/10.3102/00346543074001059
Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: Preventing aggression by promoting social competence. Journal of Emotional and behavioral Disorders, 8(2), 102-112.
Hang, F., Lulu. X., Jianwu., X., Lipeng., Ch., Shen, X., & Liu., M. (2023). Harsh parental discipline and school bullying among Chinese adolescents: The role of moral disengagement and deviant peer affiliation.
Children and youth services Review, 145.
https://ideas.repec.org/a/eee/cysrev/v145y2023ics0190740922004030.html
Jennifer, A. F. (2022). Academic engagement. In: International encyclopedia of the social and behavioral sciences (Second Edition). 31-36.
Jeou, Sh., Chih, H., Sheng, Ch., & Yung, H. (2023). The roles of university education in promoting students’ passion for learning, knowledge management and entrepreneurialism.
Journal of Hospitality and Tourism Management, 44.
http://dx.doi.org/10.1016/j.jhtm.2020.06.005
Liorent, V. J., Farrington, D. P., & Zych, I. (2021). School climate policy and its relations with social and emotional competencies, bullying and cyber bullying in secondary education. Revista de Psicodidáctica (English Ed.), 26(1), 35-44.
Malik, C. R., Kirk, R. W., Guerra, N. G., Kim, T. E., & Sadek, S. (2006). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation.
School Psychology Quarterly,
25(4), 65–83.
https://www.apa.org/pubs/journals/releases/spq-25-2-65.pdf
Maud, H., Eddie, B., Helle, L., Wouter, B., & Geertjan, O. (2023). Social goals and gains of adolescent bullying and aggression: A meta-analysis. Developmental Review, 68.
Mohammadi, D.A., Badri, R., Fathi Azar, I., & Nemati, Sh. (2021). The effectiveness of forgiveness training program on increasing academic well-being in victims of bullying students. Quarterly of Applied Psychology, 15(3), 565-591. [In Persian]
Nordahl, J. K., Poole, A., Stanton, L., Walden, L. M., & Beran, T. N. (2008). A review of
school-based bullying interventions. Democracy & Education, 18(1), 16-20. file:///C:/Users/user/Downloads/nel_relationship_2006.pdf
Pern, D. L., & Alsaker, J. R. (2006). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities.
Remedial and Special Education,
36(5), 299-311.
https://doi.org/10.1177/0741932514564564
Poulan, L. S., & Goldman, R. N. (2012). Emotion-focused couples’ therapy: The dynamics of emotion, love, and power. American Psychological Association.
Ravindran, B., Green, B., & DeBaker, T. (2000). Predicting pre-service teacher cognitive engagement with goal an epistemological belief: Paper presented at the annual meeting of the American educational association in new or lean. https//www.science direct. Com.
Reschly, A., & Christenson, S. L. (2006). School completion. In G. Bear & K. Minke (Eds.) Children’s needs: Development, prevention, and intervention. Washington DC: National Association of School Psychologist. pp. 147-169.
Rsinou A., & Lemraiz T. (2022). Parental intimate partner violence, parenting practices, and adolescent peer bullying: A prospective study
. Journal of Child and Family Studies, 21(5), 754-66.
https://doi.org/10.1177/0886260520960109
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations:
Classic definitions and new directions.
Contemporary Educational
Psychology, 25, 54-67.
https://doi.org/10.1006/ceps.1999.1020
Schonert-Reichl, K. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 136-155.
Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20, 379–403.
Sheikhmohammadi, A., Arjomandnia, A., Hassanzadeh, S., & Mirhesari, A. (2014). The effectiveness of the social competence-based program in enhancement social skills of students with learning disabilities. Journal of Exceptional Children, 14(3), 19-30. [In Persian]
Smokowski, P. R., & Kopasz, K. H. (2005). Bullying in school: An overview of types, effects, family characteristics, and intervention strategies.
Children & Schools, 27(2), 101–110.
https://doi.org/10.1093/cs/27.2.101
Tavakolizadeh, J., Zanganefar, E., & Safarzadeh, S. (2018). Effectiveness of social competence training on increased self-esteem and decreased shyness in students with multiple disabilities in Qaen County, South Khorasan Province, Iran. Journal of Pediatric Nursing, 4(4), 1-8. [In Persian]
Tina, P., Marina, H., & Katja, K. (2023). Psychological characteristics of bullying participants: A person- oriented approach combining self- and peer- report measures. Children and Youth Services Review, 144(9), 106-122.
Totsika, V., Hastings, R. P., Emerson, E., Berridge, D. M., & Lancaster, G. A. (2015). Prosocial skills in young children with autism, and their mother’s psychological well-bing: Leongitudinal relationships. Research in Autism Spectrum Disorders, 13(14), 25-31.
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.
Tyrrell, R. (2015).
Exploring the needs and perceptions of online faculty towards faculty professional development: A qualitative study. University of California, Los Angeles.
https://escholarship.org/uc/item/5f09x6xh
Wanjie, T., Mingxia, Ch., Ning, W., Renyu, D., Huai, T., Wenijian, X., & Liuping, X. (2023). Bullying victimization and internalizing and externalizing problems in school- aged children: The mediating role of sleep disturbance and the moderating role of parental attachment.
Child Abuse & Neglect, 138.
https://doi.org/10.1016/j.chiabu.2023.106064
Williams, M., Bywater, T., Lane, E., Williams, N., & Hutching, J. (2019). Building social and emotional competence in school children: A randomized controlled trial.
Psychology, 10, 107-121.
http://dx.doi.org/10.4236/psych.2019.102009
Wolters, C. A., & Rosental, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.
Zyngier, D. (2022). Conceptualizing student engagement: Doing education not doing time. Teaching and Teacher Education, 24(7), 1765–1776.