اثربخشی درمان مبتنی بر پذیرش و تعهد (ACT) بر هیجان تحصیلی امید و خودپنداشت تحصیلی دانش‎ آموزان دختر دارای اضطراب امتحان

Ahmed, W.¸ Minnaert, A.¸ Kuyper, H.¸ & Van der Werf¸ G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences¸ 22 ¸385–389. https://psycnet.apa.org/doi/10.1016/j.lindif.2011.12.004

Asmundson, G. J., & Taylor, S. (2020). How health anxiety influences responses to viral outbreaks like COVID-19: What all decision-makers, health authorities, and health care professionals need to know. Journal of Anxiety Disorders, 71, 102211. https://doi.org/10.1016%2Fj.janxdis.2020.102211

Azimi, S., Bagheri, N. (2022). The mediating role of the possible selves in the relationship between time perspective and students' test anxiety. Journal of Applied Psychology, 16(1), 29-11. https://doi.org/10.52547/apsy.2021.221983.1050 (Text in Persian).

Barani, H., Derakhshan, M., & Anarinejad, A. (2019). The Relation of Family Emotional Atmosphere and Academic Dishonesty: The Mediating Role of Self- Concept. Journal of Developmental Psychology: Iranian Psychologists, 16(61), 97-108. (Text in Persian).

Bas, D. L., & Larsen, R. J. (2020). Personality Psychology: Domains of Knowledge About Human Nature, McGraw-Hill Education.

Behzadifar, Mojgan and Alizadeh Mousavi, Seyed Ibrahim. (2017). The effectiveness of acceptance and commitment therapy on self-esteem of drug addicts, 4th National Conference on Counseling and Mental Health, Quchan. (Text in Persian).

Bonaccio, S. & Reeve, C. L. (2010). The nature and relative importance of students' perceptions of the sources of test anxiety. Learning and Individual Difference, 20, 617-625 https://psycnet.apa.org/doi/10.1016/j.lindif.2010.09.007

Bozorgi, A., Mohammadi, R., Soleymani, S. (2018). The Effectiveness of Acceptance and Commitment Therapy on Test Anxiety and the Self-Concept in Elementary School Children. Preschool and Elementary School Studies, 3(10), 21-44. https://doi.org/10.22054/soece.2021.38279.1198 (Text in Persian).

Brown, L. A., Forman, E. M., Herbert, J. D., Hoffman, K. L., Yuen, E. K., & Goetter, E. M. (2011). A randomized controlled trial of acceptance-based behavior therapy and cognitive therapy for test anxiety: A pilot study. Behavior modification, 35(1), 31-53. https://doi.org/10.1177/0145445510390930

Chen, Y. H., & Thompson, M. S. (2004). Confirmatory factor analysis of a school self-concept inventory. Paper presented at the Annual Conference of Arizona Educational Research Organization. Retrieved June 5, 2019 from http://www. eric.ed.gov/? id=ED490658.

Chena, J., Huebner, E. S. & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, 110-120. http://dx.doi.org/10.1016/j.lindif.2020.101824

Coto-Lesmes, R., Fernandez-Rodriguez, C., & Gonzalez-Fernandez, S. (2020). Acceptance and commitment therapy ingroup format for anxiety and depression. A systematic review. Journal of Affective Disorders, 15(263), 107-120 https://doi.org/10.1016/j.jad.2019.11.154 .

Dadashi, S., & Momeni, F. (2017). Effectiveness of acceptance and commitment therapy on hope in women with breast cancer undergoing chemotherapy. Practice in Clinical Psychology, 5(2), 107-114.

Dami, Z. A., Tameon, S. M., & Saudale, J. (2020). The predictive role of academic hope in academic procrastination among students: a mixed methods study. Pedagogika, 137(1), 208-229. https://doi.org/10.15823/p.2020.137.12

Ebrahimi, E., & Navabinejad, S. (2013). Hope-Focused and Forgiveness-Based Group Counseling to Reduce General Anxiety among Tehrani High School Girls. Quarterly Journal of Family and Research, 10(3), 55-76. http://dorl.net/dor/20.1001.1.26766728.1392.10.3.4.1 (Text in Persian).

Esmaeili, L., amiri, S., Reza Abedi, M., & Molavi, H. (2018). The Effect of Acceptance and Commitment Therapy Focused on Self -Compassion on Social Anxiety of Adolescent Girls. Clinical Psychology Studies, 8(30), 117-137. (Text in Persian).

Fang, S., & Ding, D. (2020). The efficacy of group-based acceptance and commitment therapy on psychological capital and school engagement: A pilot study among Chinese adolescents. Journal of Contextual Behavioral Science, 16, 134-143. https://doi.org/10.1016/j.jcbs.2020.04.005

Garaaghaji, S., Vahedi, S., FathiAzar, E., Adib, Y. (2016). The Effectiveness of Educational Interventions based on Acceptance and Commitment Therapy on Students' Academic Procrastination. Journal of Developmental Psychology: Iranian Psychologists, 13(50), 199-207. (Text in Persian).

Garaigordobil, M., Pérez, J. I., & Mozaz, M. (2008). Self-concept, selfesteem and psychopathological symptoms. Psicothema, 20(1), 114- 123.

Gilham, L., & Leonthal, B. (2018). The Relationship between School Affect and Self-Concept with Guiding the Job Path: A Study among Female Students. Quarterly Journal of Academic Achievement, 14(3), 620-600.

Glick, D. M., & Orsillo, S. M. (2015). An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination. Journal of Experimental Psychology: General, 144(2), 400. https://psycnet.apa.org/doi/10.1037/xge0000050

Gloster, A., Walder, N., Levin, M., Twohig, M., & Karekla, M. (2020). The empirical status of acceptance and commitment therapy: A review of meta-analyses. Journal of Contextual Behavioral Science, 18, 181-192. https://psycnet.apa.org/doi/10.1016/j.jcbs.2020.09.009

Gnilka, P. B., Broda, M. D., & Spit for Science Working Group. (2019). Multidimensional perfectionism, depression, and anxiety: Tests of a social support mediation model. Personality and Individual Differences, 139, 295-300. https://psycnet.apa.org/doi/10.1016/j.paid.2018.11.031

Golestanifar, S., DashtBozorgi, Z. (2020). The Effectiveness of Acceptance and Commitment based Therapy on Depression, Psychological Health and Life Expectancy of the Elderly with Nonclinical Depression. Aging Psychology, 6(3), 191-203. (Text in Persian).

Gruppen, E. G., Connelly, M. A., Sluiter, W. J., Bakker, S. J. L., & Dullaart, R. P. F. (2019). Higher plasma GlycA, a novel proinflammatory glycoprotein biomarker, is associated with reduced life expectancy: The prevend study. Clinica Chimica Acta, 488, 7-12. https://doi.org/10.1016/j.cca.2018.10.029

Hahs, A. D., Dixon, M. R., & Paliliunas, D. (2019). Randomized controlled trial of a brief acceptance and commitment training for parents of individuals diagnosed with autism spectrum disorders. Journal of Contextual Behavioral Science, 12, 154-159. https://psycnet.apa.org/doi/10.1016/j.jcbs.2018.03.002

Hallion, L. S., Tolin, D. F., & Diefenbach, G. J. (2019). Enhanced cognitive control over task-irrelevant emotional distractors in generalized anxiety disorder versus obsessive-compulsive disorder. Journal of anxiety disorders, 64, 71-78. https://doi.org/10.1016/j.janxdis.2019.02.004

Hansen, K., & Henderson, M. (2019). Does academic self-concept drive academic achievement? Oxford Review of Education, 45(5), 657-672.

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford Press.

Hill, M. L., Schaefer, L. W., Spencer, S. D., & Masuda, A. (2020). Compassion-focused acceptance and commitment therapy for women with restrictive eating and problematic body-checking: A multiple baseline across Participants study. Journal of Contextual Behavioral Science, 16, 144- 152. https://psycnet.apa.org/doi/10.1016/j.jcbs.2020.04.006

Hoshyari, J., & Alipour, A. (2020). The mediating role of hope in the relationship between spiritual intelligence and anxiety caused by the corona crisis. Islamic Psychology Research, 3(1), 59-74. (Text in Persian).

Kashtvarz Kondazi, E., Sohrabi, N., & Esmaili, B. (1400). Causal explanation of students' truancy based on academic awareness and self-concept. Journal of Education and Learning Studies, 13(2), 218-240. (Text in Persian).

Keshtvarz Kondazi, E., & Raisi, F. (2017). Learning Disabilities in Students. Tehran: Time Publications. (Text in Persian).

Keshtvarz Kondazi, E., Rezaei Fard, A., & Tomaj, A. (2021). The mediating role of academic self-concept in the relationship between academic hope and counterproductive academic behavior. Journal of Psychology, 99(25), 490-510. (Text in Persian).

Khalili, M., & Qaltash, A. (2015). The Relationship between Self-Regulated Learning and Study Expectation with Exam Anxiety in Sixth Grade Elementary Students. Master Thesis, Islamic Azad University, Marvdasht Branch, Faculty of Educational Sciences and Psychology. (Text in Persian).

Knoll, R. W., Valentiner, D. P., & Holzman, J. B. (2019). Development and Initial Test of the Safety Behaviors in Test Anxiety Questionnaire: Superstitious Behavior, Reassurance Seeking, Test Anxiety, and Test Performance. Assessment, 26(2): 271-280. https://doi.org/10.1177/1073191116686685

Lee, E. B., An, W., Levin, M. E., & Twohig, M. P. (2015). An initial meta-analysis of Acceptance and Commitment Therapy for treating substance use disorders. Drug and Alcohol Dependence, 155, 1-7. https://doi.org/10.1016/j.drugalcdep.2015.08.004

Lei, W., Zhang, H., Deng, W., Wang, H., Shao, F., & Hu, W. (2021). Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. School Psychology International, 42(6), 616–637. https://doi.org/10.1177/01430343211039265

Levin, M. E., Potts, S., Haeger, J., & Lillis, J. (2018). Delivering acceptance and commitment therapy for weight self-stigma through guided self-help: Results from an open pilot trial. Cognitive and Behavioral Practice, 25(1), 87-104. https://psycnet.apa.org/doi/10.1016/j.cbpra.2017.02.002

Mahmoudi, H., & ghaderi, S. (2017). Effectiveness of Acceptance and Commitment Group Therapy in Reducing Depression, Stress, and Anxiety among Ex-Addicts in Tabriz Central Prison. Etiadpajohi, 11(43), 195-210. (Text in Persian).

Marmarchinia, M., Zoghi Paidar, M. (2017). Effectiveness of acceptance and commitment therapy on hope and happiness of female adolescents under welfare protection. Journal of Applied Psychology, 11(3), 157-174. (Text in Persian).

Mazzeo, S. E., Jones, I., Mitchell, K., Kendler, K. S., Neale, M. C., Aggen, S. H., & Bulik, C. M. (2006). Associations among postpartum depression, eating disorders, and perfectionism in a population-based sample of adult women. The International Journal of Eating Disorders, 39(3), 191-202. https://doi.org/10.1002/eat.20243

Metcalfe, B. M. A. (2012). Self‐concept and attitude to school. British Journal of Educational Psychology, 51(1), 66-76. http://dx.doi.org/10.1111/j.2044-8279.1981.tb02456.x

Mohamadi, A., Ghadampour, E., Mirdarikvand, F., & Sepahvandi, M. A. (2021). Presenting a Causal Model of School Emotion and Academic Motivation with Career Guidance: The Mediator Role of Academic Self-Concept. Rooyesh, 10(2), 91-102. http://dorl.net/dor/20.1001.1.2383353.1400.10.2.4.6 (Text in Persian).

Momeni, F., Shayegan Manesh, Z., Aghajani, T. (2021). The Effectiveness of Acceptance and Commitment-Based Therapy (ACT) on Self-Imagination and Depression in People with Binge Eating Disorder. medical journal of mashhad university of medical sciences, 63(6), 3086-3094. https://doi.org/10.22038/mjms.2021.17868 (Text in Persian).

Omidvar, Zahra and Farid Hosseini, Farhad. (2016). The effectiveness of acceptance and commitment-based therapy on sexual satisfaction of women in the postpartum period, National Congress of Community Empowerment in the field of counseling, family and Islamic education, Tehran, Text in Persian).

Owan, V. J., Bassey, B. A., & Etuk, I. S. (2020). Interactive effect of gender, test anxiety, and test items sequencing on academic performance of ss3 students in mathematics in calabar education zone, Cross River State, Nigeria. American Journal of Creative Education, 3(1), 21-31. http://dx.doi.org/10.20448/815.31.21.31

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://psycnet.apa.org/doi/10.1007/s10648-006-9029-9

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://psycnet.apa.org/doi/10.1207/S15326985EP3702_4

Pleger, M., Treppner, K., Diefenbacher, A., Schade, C., Dambacher, C., & Fydrich, T. (2018). Effectiveness of Acceptance and Commitment Therapy compared to CBT+: Preliminary results. The European Journal of Psychiatry, 32(4), 166-173. https://doi.org/10.1016/j.ejpsy.2018.03.003

Pourabdol, S., Sobhigharamaleki, N., Bastami, M., Ghazanfari, H. (2016). The Effect of Acceptance and Commitment Therapy in Decreasing Academic procrastination Among Students with Specific Learning Disorder (SLD). Biquarterly Journal of Cognitive Strategies in Learning, 4(6), 157-170. (Text in Persian).

Pourtaleb, N., Mirnasab, M. (2018). The Relationship Between Hopelessness and Academic Self-concept with Test Anxiety Among Sixth Grade Primary Students. Journal of Instruction and Evaluation, 11(43), 13-27. (Text in Persian).

Rastroshan, A., Mohammadi, I. (2020). The role of ineffective attitudes and academic self-concept in predicting students' test anxiety. Journal of School Psychology, 8(4), 77-91. (Text in Persian).

Razavi, S. B., Abolghasemi, S., Akbari, B., & Naderinabi, B. (2019). Effectiveness of Acceptance and Commitment Therapy on Feeling Hope and pain management of Women with Chronic pain. Journal of Anesthesia and Pain, 10(1), 36-49. (Text in Persian).

Sadoughi, M., Mehrzad, V., MohammadSalehi, Z. (2017). The Relationship of Optimism and Hope with Depression and Anxiety among Women with Breast Cancer. Iranian Journal of Nursing Research, 12(2), 16-21. (Text in Persian).

Saeedmanesh, M., Babaie, Z. (2014). The effectiveness of acceptance and commitment therapy (ACT) on anxiety and self-esteem in adolescents 14 to 16 years of stuttering. Journal of Disability Studies, 7, 56-63. http://dorl.net/dor/20.1001.1.23222840.1396.7.0.103.1 (Text in Persian).

Sagna, A. O., Kemp, M. L. S., DiNitto, D. M., & Choi, N. G. (2020). Impact of suicide mortality on life expectancy in the United States, 2011 and 2015: age and sex decomposition. Public Health, 179, 76-83. https://doi.org/10.1016/j.puhe.2019.09.024

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Soltanizadeh, M., Hosseini, F., Kazemi Zahrani, H. (2021). The Effectiveness of Acceptance and Commitment Therapy on Social Adjustment and Self-Regulation Learning in Female Students with Test Anxiety. Journal of Educational Psychology Studies, 18(41), 29-17. (Text in Persian).

Soysa, C. K., & Weiss, A. (2014). Mediating perceived parenting styles–test anxiety relationships: Academic procrastination and maladaptive perfectionism. Learning and Individual Differences, 34, 77-85. https://psycnet.apa.org/doi/10.1016/j.lindif.2014.05.004

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Walser, R. D., & Garvert, D. (2015). Effectiveness of acceptance and commitment therapy in treating depression and suicidal ideation in veterans. Journal of Behavior Research and Therapy, 74(2), 25-31 https://doi.org/10.1016/j.brat.2015.08.012

Walser, R. D., & Garvert, D. (2015). Effectiveness of acceptance and commitment therapy in treating depression and suicidal ideation in veterans. Journal of Behavior Research and Therapy, 74(2), 25-31. https://doi.org/10.1016/j.brat.2015.08.012

Wang, S., Zhou, Y., Yu, S., Ran, L. W., Liu, X. P., & Chen, Y. F. (2017). Acceptance and commitment therapy and cognitive–behavioral therapy as treatments for academic procrastination: A randomized controlled group session. Research on Social Work Practice, 27(1), 48-58. https://doi.org/10.1177/1049731515577890

Wharton, E., Edwards, K. S., Juhasz, K., & Walser, R. D. (2019). Acceptance-based interventions in the treatment of PTSD: Group and individual pilot data using acceptance and commitment therapy. Journal of Contextual Behavioral Science, 14, 55-64. https://psycnet.apa.org/doi/10.1016/j.jcbs.2019.09.006

Yazdani, A., Mehri, M., Elahi Najaf Abadi, S. (2022). Evaluation of the effectiveness of acceptance and commitment-based therapy on academic performance and exam anxiety of female high school students. New Approach in Educational Sciences, 4(2), 40-48. (Text in Persian).

Zhao, L., Xie, Y., Wang, J., & Xu, X. (2015). A performance assessment and adjustment program for air quality monitoring networks in Shanghai. Atmospheric Environment, 122, 382-392. http://dx.doi.org/10.1016/j.atmosenv.2015.09.069