پیش‌بینی عملکرد تحصیلی و اضطراب تحصیلی دانش‌آموزان دارای اختلالات یادگیری بر اساس شفقت به خود و مهارت‌های فراشناختی

Aboui, A., Barzgarbfaroi, K., & Rahimi, M. (2021). The effectiveness of self-compassion training on emotion regulation of female students with specific learning disorders. Educational Psychology Studies, 18(43), 101-121. https://sid.ir/paper/1038072/fa

Afshari, A., & Hashemi, Z. (2019). Investigating the relationship between anxiety sensitivity and metacognitive beliefs with exam anxiety in students. https://sid.ir/paper/216687/fa

Afshari, M., Ghaibi, B., & Jafarnjad, S. (2022). Analysis of learning disorders and learning decline in different levels of education https://civilica.com/doc/1575051 https://civilica.com/doc/1575051

Babaei Zarch, A., & Barzegar Bafroi, K. (2022). Analysis of the role of self-compassion in improving the academic emotions of elementary school students https://isnac.ir/conference/528/papers/1 https://isnac.ir/conference/528/papers/1

Esbati, M. (2015). Fitting the pathology model in compassion-focused therapy, a transdiagnostic approach to anxiety and depression Al-Zahra University]. https://elmnet.ir/doc/11170200-21358

Fatehi Pikani, F., & Salehi, A. (2019). The effectiveness of parenting education based on compassion for parents on the cognitive regulation of emotions and self-efficacy of female students with social anxiety. Women and Culture Quarterly, 12(45). https://journals.iau.ir/article_678250.html

Fazri, D. (2021). The Effect Of Self-Compassion On Learning Motivation Of Senior High School Students In Indonesia While Distance Learning During The Covid-19 Pandemic. https://www.researchgate.net/publication/349287817

Ghadmpour, E., Khalili Gashnigani, Z., & Rezaeian, M. (2017). The effect of metacognitive package training (critical thinking, problem solving and metacognition) on motivation and academic achievement of high school male students. Scientific-Research Journal of Education and Evaluation, 42(2), 71-90. https://jeps.usb.ac.ir/article_7223_835c7597b9d6b876d99ea18b70567bf1.pdf?lang=en

Indriaswuri, R. (2023). Mindfulness and Academic Performance: A Literature Review. Migration Letters, 20(9), 341-358. https://doi.org/10.59670/ml.v20i9.6087

Izadpanah, S., & Zareh, P. (2022). Learning Ganieh on Metacognition Skills of First Secondary Students of Iranshahr City https://civilica.com/doc/1558841/ https://civilica.com/doc/1558841/

Kotera, Y., Aledeh, M., Barnes, K., Rushforth, A., Adam, H., & Riswani, R. (2022). Academic Motivation of Indonesian University Students: Relationship with Self-Compassion and Resilience. Mental and Behavioral Healthcare. https://doi.org/10.3390/healthcare10102092

Madhi, M., & Qomrani, A. (2019). The effectiveness of self-compassion-based parenting training on behavioral problems and self-concept of children with mental and developmental disabilities. Applied Psychological Research. https://doi.org/10.22059/japr.2020.294440.643402

Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Heath, N. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43-62. https://doi.org/10.1016/j.jsp.2022.10.007

modal al-ghorabaie, I. F., & devotee, M. (2015). Prevalence of specific learning disabilities in students' in Khorasan Razavi province. Journal of Learning.

Moradi Klardeh, S., Aghajani, S. E., Ghasemi Jobneh, R., & Baharond, I. (2018). The Role of Cohesive Self-Knowledge, Experiential Avoidance, and Self-Compassion in Exam Anxiety of Female Students. Education Strategies (Education Strategies in Medical Sciences). https://ensani.ir/fa/article/403953/

Nemati, S., Badri Gregari, R., & Erfani, S. (2021). Self-compassion and academic well-being in students with special and normal learning disorders. Scientific Quarterly of Learning Disabilities. https://civilica.com/doc/1400275

Nowrozi, B., Ghafari Noran, E., Abolqasmi, A., & Musa Zadeh, T. (2021). The effectiveness of self-compassion training on academic stress and academic burnout of students with depressive symptoms. Journal of Disability Studies. https://www.magiran.com/volume/179161

Rashidi, A., & Zare, P. (2022). Investigating the effectiveness of Bruner's teaching method on the metacognitive skills of first secondary students in Bam https://civilica.com/doc/ 1558790/ https://civilica.com/doc/ 1558790/

Sadighi, R., Fathimi, F. S., & Sadri, I. (2024). The effectiveness of mindfulness training on psychological well-being and academic motivation in students with low academic achievement. Quarterly Journal of Applied Psychological Research, 14(1), 129-144. https://japr.ut.ac.ir/article_92139.html

Salmani, R., Roshni Khiyavi, N., & Esmaeili, S. (2023). Investigating the effectiveness of mindfulness-based cognitive therapy on academic motivation and social adjustment in students with social anxiety. School Psychology and Education, 12(1), 46-61. https://jsp.uma.ac.ir/article_2468.html

Shafiabady, A., Hasani, J., & Yari, M. (2023). Comparing effectiveness of emotion-focused cognitive-behavioral therapy and mindfulness based cognitive therapy on body image and cognitive emotion regulation in adolescent girls interested in cosmetic surgery. Psychological Achievements, 30(1), 19-36. https://doi.org/10.22055/psy.2022.34239.2569

Shahbazi, M., Rajabi, G., Maggi, I., & Jalodari, A. (2014). The structure of the confirmatory factor of the Persian version of the revised rating scale of self-compassion in a group of prisoners. Psychological Methods and Models Quarterly, 6(19), 31-46. https://doi.org/10.22059/japr.2020.294440.643402