Ariapooran, S., & Khezeli, M. (2021). Symptoms of anxiety disorders in Iranian adolescents with hearing loss during the COVID-19 pandemic. BMC psychiatry, 21(1), 114.
Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International journal of behavioral development, 14(2), 153-164.
Geurten, M., & Léonard, C. (2023). Relations between parental metacognitive talk and children’s early metacognition and memory. Journal of Experimental Child Psychology, 226, 105577.
Ghahremani, S., Hossienzadeh Taghvai, M., & Zakeripoor, G. (2022). The effectiveness of cognitive-behavioral group therapy on modulating primary maladaptive schemas and anxiety in high school students. Rooyesh-e-Ravanshenasi Journal (RRJ), 11(9), 103-114.
HabibiManesh, H., Abjadian, N., Zeinali, F., Tork, A., & Gharaei, M. (2024). The Effectiveness of Schema Therapy on Emotional Inhibition and Response to Stress in Young Girls with Symptoms of Generalized Anxiety Disorder. Iranian Journal of Educational Research, 3(1), 27-44.
Hayati, M., Shehni Yailagh, M., & Keykhosrovani, M. (2025). Comparison of the Effect of Contextual Schema Therapy and Emotion Efficacy Therapy on Interpersonal Sensitivity, Coping Self-efficacy and Focus of Attention in Adolescent Girls with Social Anxiety. Iranian Evolutionary Educational Psychology Journal, 7(1), 93-120.
Jafari Goloche, A., Yousefi, E., & Khajepoor, L. (2024). Comparing the Effectiveness of Cognitive-Behavioral Therapy and Emotional Schema Therapy on Anxiety Sensitivity and Ambiguity Intolerance in Students with Anxiety Disorders. Iranian Evolutionary Educational Psychology Journal, 6(1), 208-231.
Moradpour, A., & Bavi, S. (2025). The Effectiveness of Emotional Schema Therapy on Academic Self-efficacy, Test Anxiety, Distress Tolerance, and Academic Resilience in Students with Test Anxiety. Educational Research in Medical Sciences, 14(14).
Roediger, E., Stevens, B. A., & Brockman, R. (2018). Contextual schema therapy: An integrative approach to personality disorders, emotional dysregulation, and interpersonal functioning: New Harbinger Publications.
Schels, D. R. (2023). Competition and Its Relationship to Student Performance and Wellness. Fordham University,
Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of educational psychology, 106(3), 744.
Stavropoulos, A., Haire, M., Brockman, R., & Meade, T. (2020). A schema mode model of repetitive negative thinking. Clinical Psychologist, 24(2), 99-113.
Strawn, J. R., Moldauer, L., Hahn, R. D., Wise, A., Bertzos, K., Eisenberg, B., . . . McVoy, M. (2023). A multicenter double-blind, placebo-controlled trial of escitalopram in children and adolescents with generalized anxiety disorder. Journal of Child and Adolescent Psychopharmacology, 33(3), 91-100.
Walkup, J. T., Shechner, T., & Strawn, J. R. (2023). Anxiety Disorder in Youth: Separation Anxiety, Social Anxiety, and Generalized Anxiety Disorders. In Tasman’s Psychiatry (pp. 1-23): Springer.
Wells, A., & Davies, M. I. (1994). The Thought Control Questionnaire: A measure of individual differences in the control of unwanted thoughts. Behaviour research and therapy, 32(8), 871-878.
Young, J. E., Klosko, J. S., & Weishaar, M. E. (2006). Schema therapy: A practitioner's guide: guilford press.
Zimmerman, B. J. (2023). Dimensions of academic self-regulation: A conceptual framework for education. In Self-regulation of learning and performance (pp. 3-21): Routledge.
Zimmerman, B. J., & Labuhn, A. S. (2012). Self-regulation of learning: Process approaches to personal development.
Khadivi Zand MM. New Methods of Psychology. Tehran: Arjmand publisher; 2019.
