نقش واسطه‌ای سبک‌های مقابله با تنیدگی در رابطۀ عزت‌نفس و بهزیستی هیجانی دانشجویان

رجبی، غ.، و بهلول، ن. (1386). سنجش پایایی و روایی مقیاس عزت‌نفس روزنبرگ در دانشجویان سال اول دانشگاه شهید چمران. پژوهش‌های تربیتی و روان‌شناختی. 3(2)، 48-33.

شکری، ا.، و پورشهریار، ح. (1398). اثربخشی برنامۀ آموزشی غنی‌سازی مهارت‌های رابطۀ بین‌فردی بر اسنادهای علی، راهبردهای حل تعارض‌های بین‌فردی، مهارت‌های مقابله شناختی و ادراک از روابط مثبت با دیگران. فصلنامۀ روان‌شناسی تحولی: روان‌شناسان ایرانی. 15(59)، 308-287. https://jip.stb.iau.ir/article_666072.html?lang=fa

شکری، ا.، گودرزی، ا.، و شریفی، م. (1393). آزمون تغییرناپذیری عاملی نسخۀ فارسی فهرست عواطف مثبت و منفی در دو جنس. دوفصلنامۀ روان‌شناسی معاصر. 9(1)، 94-83.                                                                      https://bjcp.ir/browse.php?a_id=495&sid=1&slc_lang=fa

محبی، س.، شکری، ا.، و پورشهریار، ح. (1397). تأثیر برنامۀ تاب‌آوری بر ارزیابی‌های شناختی، مقابله و هیجان‌ها. فصلنامۀ روان‌شناسی تحولی: روان‌شناسان ایرانی. 15(57)، 99-83. https://jip.stb.iau.ir/article_545697.html

محبی، س.، شکری، ا.، و خدایی، ع. (1399). تحلیل روان‌سنجی نسخۀ کوتاه سیاهۀ مقابله با موقعیت‌های استرس‌زا در دانشجویان. فصلنامۀ اندازه‌گیری تربیتی. 10(40)، 113-87.                                                                 https://doi.org/10.22054/jem.2020.40240.2025

نورمحمدی، ر.، شکری، ا.، و خدایی، ع. (1399). رابطۀ بین جهت‌گیری‌های هدف پیشرفت، فرایندهای ارزیابی شناختی و هیجانات پیشرفت در دانشجویان دختر و پسر: یک تحلیل میانجی‌گری تعدیل‌شده. فصلنامۀ مطالعات آموزش و یادگیری. 12(1)، 180-158. https://doi.org/10.22099/jsli.2020.5787

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