Almássy, Z., Pék, G., Papp, G., & Greenglass, E. R. (2014). The psychometric properties of the Hungarian version of the proactive coping inventory: Reliability, construct validity and factor structure. International Journal of Psychology and Psychological Therapy, 14(1), 115-124.
Ansarisadr, A., & Shirazi, M. (2022). Relationship between stress coping styles and causal attribution with academic achievement in student. Journal of Educational Psychology Studies, 19(45), 14-27. doi: 10.22111/jeps.2022.6994 [In Persian]
Balzarotti, S., John, O. P., & Gross, J. J. (2010). An Italian adaptation of the emotion regulation questionnaire. European Journal of Psychological Assessment, 26(1), 61–67.
Barani, H., Salamat, S. P., & Fouladchang, M. (2020). Psychometric properties of Adolescent and Adult Mindfulness Scale (AAMS). Quarterly of Educational Measurement, 10(39), 123-152. doi: 10.22054/jem.2020.51932.2040 [In Persian]
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Velting, D. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and Practice, 11(3), 230-241.
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (multivariate applications series). New York: Taylor & Francis Group.
Ebrahimi, S., Ja'fari, F., & Ranjbar Sudejani, Y. (2018). The relationship between mindfulness and emotion regulation strategies of students. Rooyesh, 7(5), 13-30. [In Persian]
Greenglass, E., Schwarzer, R., Jakubiec, D., Fiksenbaum, L., & Taubert, S. (1999) The Proactive Coping Inventory (PCI): A multidimensional research instrument. 20th International Conference of the Stress and Anxiety Research Society (STAR), Cracow, July 1999, 12-14.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362.
Hambour, V. K., Zimmer-Gembeck, M. J., Clear, S., Rowe, S., & Avdagic, E. (2018). Emotion regulation and mindfulness in adolescents: Conceptual and empirical connection and associations with social anxiety symptoms. Personality and Individual Differences, 134, 7–12.
Khodaei, A., & Seyed Ahmadi, S. M. (2021). Psychometric properties of the trait emotional intelligence- adolescent short form: Factor structure, validity and reliability. Research in School and Virtual Learning, 8(3), 85-99. doi: 10.30473/etl.2021.52485.3206 [In Persian]
Lee, M., & Jang, K. S. (2021a). Mediating effects of emotion regulation between socio-cognitive mindfulness and achievement emotions in nursing students. Health Care, 9, 1238-121251.
Lee, M., & Jang, K. S. (2021b). Nursing students’ meditative and sociocognitive mindfulness, achievement emotions, and academic outcomes: Mediating effects of emotions. Nurse Education, 46, 39-44.
Mohebi, S., Shokri, A., & Pourshahriar, H. (2018). Effect of resilience education on cognitive appraisals, coping and emotions. Developmental Psychology: Iranian Psychologists, 15(57), 83-99. [In Persian]
Moridi, A., & Nourimoghadam, S. (2022). Comparison of cognitive emotion regulation strategies, mindfulness and cognitive flexibility in gifted and normal students during Home Quarantine 19. Journal of Educational Psychology Studies, 19(45), 87-104. [In Persian]
Oaklander, M. (2016). The mindful classroom. Time Magazine, 188(3), 44–47.
Qasempour, A., Ilbeigi, R., & Hassanzadeh, Sh. (2011). Psychometric properties of Gross and John emotional regulation questionnaire in an Iranian sample. The 6th Student Mental Health Conference, Gilan University. 724-722. [In Persian]
Sabzi, F., & Shokri, A. (in press). Modeling the causal relationships of antecedents and consequences of psychological resilience in male and female students. Quarterly Journal of Evolutionary Psychology: Iranian Psychologists. [In Persian]
Santos, A. C., Simoes, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. Educational Research, 109, 101830.
Schwarzer, R. (2000). Manage sress at work through preventive and proactive coping (Chpt. 24). In E. A. Lock (Ed.), The Blackwell handbook of principles of organizational behavior (pp. 342-355). Oxford, England: Blackwell.
Schwarzer, R., & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42(4), 243–252.
Stevens, J. P. (2009) Applied multivariate statistics for the social sciences (5th Ed.), New York: Routledge.
Zhang, J., Deng, X., Huang, L., Zeng, H., Wang, L., & Wen, P. (2019). Profile of trait mindfulness and its association with emotional regulation for early adolescents. Personality and Individual Differences, 147, 12–17.
)