بررسی عوامل روانشناختی پیش‌بینی‌کننده در استفاده معلمان از رویکرد پژوهشی در تدریس در ناحیه 2 شهر تبریز

Al-Shammari, M. H. (2022). The Role of Teaching Methodology and Teacher Personality in English Language Teaching. International Journal of English Linguistic. 12 (3), 58-64.

            Asadi, Z., Fayzi, A., & Pasha, M. (2021). Relationship between the educational environment and academic progress among students. First National Conference on Management, Psychology and Behavioral Sciences. Tehran. (In Persian)

Bardach, L., Klassen, R.M. & Perry, N.E. (2022). Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. Educ Psychol Rev 34, 259–300 (2022). https://doi.org/10.1007/s10648-021-09614-9

Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197–1220.

Beshai, S., McAlpine, L., Weare, K., & Kuyken, W. (2016). A non-randomized feasibility trial assessing the efficacy of a mindfulness-based intervention for teachers to reduce stress and improve well-being. Mindfulness, 7 (1): 198-208.

Brown, K W. (2007). Why We Don’t Need Self-Esteem: on Fundamental Need, Contingent Love, and Mindfulness. Psychological Inquiry, 14, 27-82.

Buque, J. S. R. (2024). Research-based learning in various pedagogies for grade 12 students in the new normal. FEU Journal of Graduate Students’ Research. 1 (1), 1-19.

Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744–756.

Cooke, P. J., Melchert, T. P., & Connor, K. (2016). Measuring well-being: A review of instruments. The Counseling Psychologist, 44(5), 730–757.

Hadadi, F., Hoseinzadeh, A., Sabkezai, A., Malazi, A.-B., & … (2022). Investigating the relationship between teachers’ personality traits, their teaching styles, and school success. First National Conference on Theoretical Approaches and New Technologies in Administrative Sciences. (In Persian)

Halgard, D. B., Nolen Houksma, S., Smith, E., & Atkinson, R. (2019). Psychology of Hilgard (M. Baq, M. Zamani, B. Birshek, M. N. Bra’hani, & M. Shahrâry, Trans.). Roshd. (In Persian; translated book)

Honarmand, S., Honarmand, O., & Jovanmard, K.-A. (2023). Examining the impact of research approach on teachers’ teaching (a psychological case study for predictive factors). 9th Scientific-Research Conference on Development and Promotion of Educational Sciences and Iranian Psychology, Tehran, Iran. (In Persian)

Ingvarson, L., & Rowley, G. (2017). Quality assurance in teacher education and outcomes: A study of 17 countries. Educational Researcher, 46(4), 177–193.

Kraft, M. A. (2019). Teacher effects on complex cognitive skills and social-emotional competencies. Journal of Human Resources, 54(1), 1–36.

McAvoy, E., & Thousand, J. (2017). Mindfulness for Teachers and Students. London: National Professional Resources Inc.

Mohammadi, M., Naseri Jermy, R., Moukhtari, Z., Hassampour, Z., & Naseri Jermy, R. (2020). Lived experiences of primary school teachers of mindfulness during teaching: A qualitative research. Scientific-Research Journal of Teaching, 8(1), 37–19. (In Persian)

Rasakhi, S. (2018). The relationship between active teaching methods and educational materials on students’ academic achievement. Journal of Studies in Management and Accounting, 4(2), 176–166. (In Persian)

Sadighi, L., Hosseini-Nasab, S. D., Asgariyan, F., Shirehleypour, A., & Maqsudi, M. R. (2014). A meta-analysis of the effectiveness of active teaching methods on the academic performance of Iranian students: A structured case study. Journal of Educational Psychology, 11(35), 179–104. (In Persian)

Tatton-Ramos, T. P., Simoes, R. A. G., Niquice, F. L. A., Bizarro, L., & Russell, T. A. (2016). Mindfulness in school settings: adjustments and emerging protocols. Teams em Psicologia, 24 (4): 1375-1388.

Wagner, W., Göllner, R., Werth, S., Voss, T., Schmitz, B., & Trautwein, U. (2016). Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power. Journal of Educational Psychology, 108(5), 705–721.

Williams SM, Ziegler JF.(2022). Practical, Applied, and Research-Based Teaching Strategies for Physicians. Ear, Nose & Throat Journal. 2022;101(9_suppl):6S-15S. doi:10.1177/01455613231164315

Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 100283. https://doi.org/10.1016/j.edurev.2019.100283100283.