تأثیر شیوه‌ تدریس تعاملی اساتید بر عزت نفس و اضطراب دانشجویان

Al Morad, A., Fardaneshi, H., Hashem Mehr Mohammadi, M., Talayi, & Ebrahimi. (2017). Examining the facilitative nature of teaching: An ideal approach in explaining teacher action based on the situation of practice. Tadris Pazhuhi, 5(2), 83-107. (In Persian)

ALGhazo, A. (2023). The effect of self esteem and language anxiety on learning English as a foreign language. International Journal of English Language Education, 11(1), 93-110.

Al-Hamad, M., Alhyasat, K. M., Allozi, A., & AlHamad, A. Q. M. (2024). Medium of Instruction Matters: Reflecting Voices from EFL Teachers in Online/Tradition Instruction and the Impacts on Their Job Satisfaction, Self-Esteem, and Professional Well-being. Computer-Assisted Language Learning Electronic Journal, 25(4), 414-438.

Al-Morad, A., Fardanish, H., Hashem, Mehrmohammadi, M., & Talaa’i, E. (2017). Analyzing the Exploratory Nature of Teaching Approaches: An Optimal Approach to Explaining Teaching Actions Based on Situated Practice. Research in Teaching, 5(2), 83-107.

Cao, X., & Liu, X. (2024). Self-esteem as a predictor of anxiety and academic self-efficacy among Chinese university students: a cross-lagged analysis. Current Psychology, 1-11.

Farzan Pour, A., Azadeh, Nateqi, Fayzeh, Sifi, & Mohammad. (2017). Examining the principles governing the optimal implementation of lesson study curriculum. Tadris Pazhuhi, 5(1), 127-148. (In Persian)

Farzanpour, A., Azadeh, Nateghi, F., Seifi, & Mohammadpour, M. (2017). Analyzing the Principles Governing the Effective Implementation of Lesson Study Curriculum. Research in Teaching, 5(1), 127-148.

Ghasemzadeh Alishahi, A., Panahi, M., & Samadi, M. (2021). The effect of interactive management style on academic adjustment, math anxiety and academic engagement of students. Iranian journal of educational sociology, 4(4), 127-140.

Hyseni Duraku, Z., & Hoxha, L. (2018). Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance. Health psychology open, 5(2), 2055102918799963.

Li, X., Zhang, F., Duan, P., & Yu, Z. (2024). Teacher support, academic engagement and learning anxiety in online foreign language learning. British Journal of Educational Technology.

Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners’ foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience. Heliyon, 9(7).

Losa-Iglesias, M. E., Calvo-Lobo, C., Jiménez-Fernández, R., Rodríguez-Sanz, D., Corral-Liria, I., Casado-Hernández, I., & Becerro-de-Bengoa-Vallejo, R. (2023). Comparison between virtual and hybrid education for psychological factors and academic stress in freshman nursing students: a case-control study. BMC nursing, 22(1), 300.

Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170.

Pourahmad, A., Sheikhi Fini, A. A., Zinli Pour, H., & Izadi, S. (2018). Identification of Factors Affecting the Application of Lesson Study in Mathematics Education in Primary Schools of Mazandaran Province. Research in Teaching, 6(2), 131-148.

Prasad, K., Aladini, A., Normurodova, N. Z., & Belton, B. (2023). Take language assessment easy: the mediator impacts of self-assessment, test-taking skills in predicting student evaluation apprehension, foreign language learning self-esteem, and language achievement in online classes. Language Testing in Asia, 13(1), 34.

Qamari, M. (2013). The Relationship Between Social Capital and Intrinsic Motivation with Academic Achievement of Secondary School Students in Karaj. Scientific Journal of Education and Evaluation (Quarterly), 6(22), 45-58. (In Persian)

Qomari, & Mohammad. (2013). The relationship between social capital and intrinsic motivation with academic achievement of high school students in Karaj. Scientific Journal of Education and Evaluation, 6(22), 45-58. (In Persian)

Rashid-Zadeh, Badri, Fathi-Azar, Eskandar, & Hashemi. (2019). The effectiveness of interactive teaching strategies on self-regulated learning, metacognition, and academic self-concept on resilience components and positive academic emotions. Social cognition, 8(1), 141-164.

Sa’adatmand, & Bakhsh, T. (2011). The impact of globalization components on the social studies curriculum of guidance schools. Scientific Journal of Education and Evaluation, 4(14), 107-126. (In Persian)

Sa’adatmand, & Tighbakhsh. (2011). The Impact of Globalization Components on Social Studies Curriculum in Middle School. Scientific Journal of Education and Evaluation (Quarterly), 4(14), 107-126. (In Persian)

Sari, M. N., & Ningsih, P. E. A. (2023). An Analysis Of Students’ Anxiety In Learning English At The Eleventh Grade Of SMA Negeri 10 Kerinci. EDU RESEARCH, 4(3), 83-97.

Soltanzadeh, S., Abedi, M. R., & Baghban, I. (2016). Predicting Career Adaptability in Employees of Industrial Centers through Domains of Psychological Capital. Positive Psychology Research, 2(1), 19-30.

Sultan Zadeh, S., Abedi, B., & Iran. (2016). Predicting Career Path Adaptability of Employees in Industrial Centers Based on Psychological Capital Components. Journal of Positive Psychology, 2(1), 19-30.

Taye, B. A. (2017). Correlation of Anxiety with Teacher Interaction, Self-Esteem and Value. African Educational Research Journal, 5(2), 170-180.

Winarsunu, T., Azizaha, B. S. I., Fasikha, S. S., & Anwar, Z. (2023). Life skills training: Can it increases self esteem and reduces student anxiety? Heliyon, 9(4).

Zadeh, S., Sheida, Abedi, Baghban, & Iran. (2016). Predicting the career adaptability of employees in industrial centers based on components of psychological capital. Positive Psychology Research Journal, 2(1), 19-30. (In Persian)