طراحی و اعتبارسنجی الگوی برنامه درسی دوره ابتدایی با تأکید بر هوش هیجانی

Abbaspour, Reyhaneh. (2015). “Investigating the effect of collaborative learning on the social competence of male and female secondary school students in Bonab city. Thesis . Government - Ministry of Science, Research, and Technology - Mohaghegh Ardabili University - Faculty of Literature and Humanities”. 2015. Masters. (In Persian).

Abdoli, A., Mirshah Jafari, E., & Liaqhat Dar, M.J. (2014). “Pathology of teaching methods in the teaching and learning process from the perspective of teachers and students of high schools in Isfahan city. Research in curriculum planning”, twelfth year, 2, 20 (consecutive 47) 2014, 117-132. (In Persian).

Abraham, R. (1999). Emotional intelligence in organizations: A conceptualization. Genetic, Social & General Psychology Monographs, 125(2), 209-225.

Adi, Y., Killoran, A., Janmohamed, K., & Stewart-Brown, S. (2007). Systematic review of the effectiveness of interventions to promote mental well-being in primary schools: Universal approaches which do not focus on violence or bullying. London: National Institute for Clinical Excellence.

Aghdasi, A., Samari, S., & Bagheri, S. (2008). “The relationship between organizational climate and the performance of elementary school principals”. Educational Science. (1) 1, 38-7. (In Persian).

Akbarzadeh, N. (2005). EMotional Intelligence, Tehran: farabi. (In Persian).

Askell-Williams, H., Dix, K. L., Lawson, M. J., & Slee, P. T. (2012). Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice.

Bahrul Uloom, H., & Sasani Moghadam, S. (2008). “Comparison of emotional intelligence of athlete and non-athlete female students of Shahrood University of Technology”. Research in sports science. 23, 2018. 43-60. (In Persian).

Balasubramanian, C., & Al-Mahrooqi, R. (2015). Emotional Intelligence in Language Instruction in Oman: The Missing Link?. Article first published online: May 26, 2016; Issue published: August 1, 2016.https://doi.org/10.1177/0033688216645471

Bar-On, R., & Parker, J.D.A. (2000) Bar-On Emotional Quotient Inventory: Youth Version. Technical Manual. New York: Multi-Health Systems Inc.

Battistich, V., Schaps, E., & Wilson, N. (2004). “Effects of an elementary school intervention on students’ ‘‘connectedness’’ to school and social adjustment during middle school. Journal of Primary Prevention, 24, 243–262.

Bernard, M. E. (2012b). You can do it! Education: A social-emotional learning program for increasing the achievement and well-being of children and adolescent. Melbourne: A Bernard Group Publication.

Borman, G., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.

Boyatzis, R. E., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI)s. In R.

Bradberry, T. (2013). The Most and Least Emotionally Aware Countries. Retrieved 15 May, 2017 From https://www.forbes.com/sites/travisbradberry/2013/08/17/the-most-and-least-emotionally-aware-countries

Brown, H., & Douglas. (2011). Principles of language learning and teaching. (Translated by Mansoor Fahim). Tehran; guide

Calaktar Qureshi, Munir (2011). The effect of the integrated teaching method of cooperative learning and mastery learning on self-efficacy, self-esteem and academic progress. Research Quarterly in Educational Systems, 5 (125), 107-89. (In Persian).

Cardillo, R., Freiberg, J. A., & Pickeral, T. (2013). School climate and engaging students in the early grades. Retrieved 1 Nev, 2016. From: https://www.schoolclimate.org/publications/documents/sc-brief-engaging-students.pdf

Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Annals of the American Psychological Society, 591, 98–124.

Cavioni, V. (2013). “Analisi degli effete a breve e a lungo termine di un programma universal di apprendimento socio-emotivo. Unpublished PhD, Department of Psychology”, University of Pavia, Italy

Cefai, C. (2015) Social and Emotional Education in Malta. In Funcacion Botin (ed) Social and Emotional Education. An International Analysis. Fundacion Botin Report 2015. Santander: Fundacion Botin.

Cefai, C., & Cavioni, V. (2014). From neurasthenia to eudaimonia: teachers' well- being and resilience. In C. Cefai, & V. Cavioni (Eds.), Social and emotional education in primary school: Integrating theory and research into practice (pp. 133e148). New York: Springer Science Business Media.

Ciarucci, J., Forgas, J., & Mayer, J. (2014). Emotional intelligence in everyday life. Translated by Asghar Nouri Imamzadai and Habib Ansiri, Isfahan: Written Publications.

Clouder, C. (2015). Social and Emotional Education An International Analysis. Retrieved 20 May, 2017 From: https://www.centrobotin.org/en/investigacion/social-and-emotional-education-an-international-analysis-2015/.ISBN: 978-84-15469-44-5

Cohen, A. D. (2006). “Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being”. Harvard Educational Review, 76, 201–237.

Coleman, J., & Hagell, A. (2007). Adolescence, risk and resilience: A conclusion. In J. Coleman & A. Hagell (Eds.), Adolescence, risk and resilience. London: Wiley.

Cooper, P., & Jacobs, B. (2011). From inclusion to engagement: Helping students engage with schooling through policy and practice. Chichester: Wiley-Blackwell.

De Gregori, A, (2007). Learning environments: Redefining the discourse on school architecture (PHD dissertateion). Institute of technology, New Jersy.

Dehghani, M., & Amin Khandaghi, M. (2008). “Analysis of the content of elementary social education books based on social skills according to the teachers' point of view and Educational Innovations Quarterly”, 8 (31) on the current status of education curriculum design, 121-148. (In Persian).

Denham, S A., Wyatt, T M., Bassett, H H., Echeverria, D., & Knox, S. (2008). “Assessing social-emotional development in children from a longitudinal perspective”. J Epidemiol Community Health 2009; 63; i37-i52. doi:10.1136/jech.2007.070797

Diba Wajari, T., Yamini Dozi Sorkhabi, M.A, & Mehbobe Fardanesh, H. (2010). Conceptualization of curriculum planning patterns in higher education (experiences and achievements). Research in curriculum planning. Eighth year, 2, 30, 2019

Dinapoli, R. (2009). Using Dramatic Role-Play to Develop Emotional Aptitude. International Journal of English Studies. Servicio de Publicaciones. Universidad de Murcia. All rights reserved. IJES. 9 (2), 2009. 97-110

Doty, G. (2001). Fostering emotional intelligence in k-8 students: Simple strategies and ready-to-use activities. Thousand Oaks, CA: Corwin Press.

Downey, C., & Williams, C. (2010). “Family SEAL—a home-school collaborative programme focusing on the development of children’s social and emotional skills. Advances in School Mental Health Promotion”, 3, 30–41.

Downey, L. A., Lomas, J., Billings, C., Hansen, K., & Stough, C. (2014). Scholastic success: fluid intelligence, personality, and emotional intelligence. Canadian Journal of School Psychology, 29(1), 40-53.

Dorodian, Zahra. (2011). The effect of role-playing method on the social adaptation and academic progress of elementary school math students in the academic year of 2017-2018 in Tehran province. Quarterly journal of psychology of exceptional people, 2, 1, 1990. (In Persian).

Dujmovic, M. (2006). Storytelling As A Method of Efl Teaching. High School of Teacher Education, Pula. UDK: 371.3:811.111–26

Dulewicz, V., & Higgs, M. (1999) "Can emotional intelligence be measured and developed?", Leadership & Organization Development Journal, 20: 5,.242-253, https://doi.org/10.1108/01437739910287117.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). “The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development”, 82, 405-432.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). “The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions”. Child Development, 82, 474–501.

Educational research and planning organization. (2008). Guide to the curriculum of the book Bekhwanim for the elementary school. Gudarzi, Mahmoud. Hamayat Talab, Rasul (2008). Comparison of factors related to happiness between individual and team sportsmen of Tehran University, Research in Sports Sciences. 15, 57-66

Elahdosti, Parisa. (2010). “Investigating the effectiveness of the role-playing teaching method on social skills and moral development of second grade female students of the 15th education district of Tehran. (Master's thesis)”. Tehran: Allameh Tabatabai University. Faculty of Education and Psychology. (In Persian).

Elias, M. J., & Bruene Butler, L. (2005). “Social decision making/social problem solving for middle school students”: Skills and activities for academic, social, and emotional success. Champaign, IL: Research Press

Elias, M., & Synder, D. (2008). Developing safe and civil schools: A coordinated approach to

Eslamian, H., Saeidi Rezvani, M., & Fatehi, Y. (2012) Comparing the effectiveness of teaching methods of group discussion and lecture on the level of learning and students' satisfaction with teaching, religion and life lessons. Research in 10th year curriculum planning. 2, 11, consecutive (38), 2013, 13-23. (In Persian).

Eslami, F., Yar Ali, J., Shawakhi, A., & Arizi. (2007). Examining communication and social skills in social education textbooks of middle school. Education Quarterly, 24 (1), 191-221. (In Persian).

Evans, G. W. (2006). Child development and the physical environment. Annu. Rev. Psychol., 57, 423-451.‏

Farahani, Mehdi. (2004). An introduction to the qualitative evaluation of learners' learning (with an emphasis on performance measurement and case evaluation) Manadi Tarbiat. (In Persian).

Fazlikhani, M., & Mohammad Mirzaei, A. (2005). Evaluation of quality processes in educational middle schools. Tehran: Azmon Novin. (In Persian).

Gardner, H., Kornhaber, M., & Wake, W. (2010) Intelligence: Multiple Perspectives. London: Harcourt Brace College Publishers.

Garita, Ann., & Evaldsson, William, C. (1998).Play and games in the peer culture of preschool and preadolescent children An Interpretative Approach. Journal of Child Research.5, 377.

Ghasemi, E., & Majidiparast, S. (2014). Content analysis of social skills categories in the social studies textbook of the first year of middle school. Research in curriculum planning, 11 (16), 83-74. (In Persian).

Ghodsi, N., Sahif-Abadi, A., & Soudani, M. (2012). The impact of storytelling based on Kelile and Demne on promoting female fourth grade primary-school. Cultural and Educational Quarterly of Women and Family, 19, 57- 78. (In Persian).

  Goleman, D. (1995). Emotional Intelligence Why it can matter more than IQ, New York, Bantam Books.

Greenberg, M. (2011). Promoting well-being in schools: Current status and future challenges. Keynote address at the Third ENSEC Conference, Manchester, UK, 29th June—3rd July 2011.

Greenberg, M. T., Kusche, C. A., & Riggs, N. (2004). “The PATHS Curriculum: Theory and research on neuro-cognitive development and school success”. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg, H.J. (Eds.). Building academic success on social and emotional learning: What does the research say? (pp. 170-188) New York: Teachers College Press.

Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

Greenspan, S. I., & Weider, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading, MA: Addison-Wesley.

Hamel, N. (2013). “Children’s understanding and experience of anger within their peer groups”. MA, school of graduate and Postdoctoral Studies, Western University, London, Ontario.

Haqqani, F., Molabashi, R., Jamshidian, S., & Memarzadeh, M. (2007), the condition of the physical environment of educational clinics of Isfahan University of Medical Sciences hospitals. Iranian Journal of Education in Medical Sciences, (2) 8, 245-239. (In Persian).

Hassanzadeh Fakhri, Mozhgan. (2001). “Investigating the relationship between exercise and social adjustment and self-confidence of female high school students, master's thesis in psychology”, Al-Zahra University. (In Persian).

Haywood, Kathleen M. (1998). “Movement growth and development across the lifespan. Translation”: Namazizadeh, Mehdi. Aslankhani, Mohammad Ali. Printing and Publishing Organization of the Ministry of Culture and Islamic Guidance. (Date of publication in the original language, 1993.

Hemayattalab, R., Barzan, S., & Lahmi, R. (2012). “Comparison of the level of happiness and mental health of athlete and non-athlete female students of Tehran and Payam Noor universities, Harak Magazine”, 18. 130-140. (In Persian).

Hosseini, Nesab, D., & Dehghani, M. (2017). “Analysis of the content of middle school textbooks based on social skills and the evaluation of the views of this course about the content of the books of the upper secondary school, Education Quarterly”, 24 (2), 79-98. (In Persian).

Humphrey, N., Kalambouka, A., Bolton, J., Lendrum, A., Wigelsworth, M., Lennie, C., & Farrell, P. (2008). Primary Social and Emotional Aspects of Learning (SEAL) Evaluation of Small Group Work. Nottingham: Department for Children, Schools and Families.

Humphrey, N., Lendrum, N., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation. London: Department for Education.

Jafari, Alireza. (2011). “Investigating the effect of traditional educational games on the academic progress of elementary school students in Tehran”. PhD thesis. National University of Tajikistan. (In Persian).

Jokar, Bahram. (1386). The mediating role of resilience in the relationship between emotional intelligence and general intelligence with life satisfaction. Journal of Contemporary Psychology, 2, 2.

Khadar, MG., Babapour, J., & Sabouri, MH. (2013). “The effect of art therapy based on painting therapy in reducing symptoms of oppositional defiant disorder (ODD) in elementary School Boys”. Procedia-Social and Behavioral Sciences; 84, 1872-1878.

Khaliq Khah, A., Rezaei Sh., Zahid Bablan, A., & Hashemi, Z. (2014). Investigating the effectiveness of collaborative learning of the jigsaw type on self-regulation and academic motivation of elementary school students. Journal of Education and Learning Studies, 7th, 2nd, 2014, 1/69, 154-182. (In Persian).

Lander, D.M. (2005)."The influence of exercise on mental health". Retrieved 1 March, 2016. From: http://www.fitness.gow/mentalhealth.htm.

Leasaa, M., Corebima, A., & Suwono, H. (2017). Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in AmbonIndonesia.Iternational Electronic Journal of Elementary Education. 2017, 10, 1

Lendrum, A., Humphrey, N., & Wigeslworth, M. (2013). Social and emotional aspects of learning (SEAL) for secondary schools: Implementation difficulties and their implications for schoolbased mental health promotion. Journal of Child and Adolescent Health, 18 (3), 158–164.

Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. MERLOT Journal of Online Learning and Teaching, 4(3), 349-356.

Maria, V. (2017). Combine teaching styles and strategies for effective instruction.Teaching Physical Education for Lifelong Fitness, Third Edition. Retrieved 17 December. 2017.

Mehr Mohammadi, Mahmoud. (2006). “The theory of multiple intelligences and its implications for curriculum and education: Education Quarterly” (Education), 2015 88. (In Persian).

MehrMohammadi, Mahmoud. (2012). “teacher training curriculum and its collaborative implementation model”; Transformational strategy for Mikailo, Gholamhossein, and Vahedi, Shahram. (2015). “An integrated approach to the curriculum. Research approaches in social sciences”, (2), 5, 1-20. (In Persian).

Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007a).”Strong Kids—Grades 3–5: A Social-Emotional Learning Curriculum. Baltimore: Paul H. Brookes Publishing”.

Mikailo, Gh., & Vahedi, Sh. (2015). “An integrated approach to the curriculum. Research approaches in social sciences”, (2), 5, 1-20. (In Persian).

MindMatters. (2012). Whole School Matters. Commonwealth of Australia. http://www.mindmatters.edu.au/verve/_resources/Whole_School_Matters_2012_draft_2.pdf. Accessed 30 Dec 2012.

Moon, Jennifer A. (2010). “Using story: in higher education and professional development, published in the USA and Canada by Routledge, New York, 1st ed”.

Morales, R. (2008). Empowering your pupils through role-play. New York: Routledge. Baumgartner, J. (2001). Team Role play. Retrieved 15 March, 2016. From: http://www.jpb.com/creative/index.htm/

Mostafazadeh, F. (2010). Storyteling: A new clinical education method. Research in Medical Teaching, 2(2), 53-58. (In Persian).

Mousavi Gilani, R., Kianpour, M., & Sadeghi Khorashad, M. (2008). Comparison of mental health of athletic and non-athletic male students, Tabib Sharq, 4, 1. 44-50. (In Persian).

Musapour Nemat A. (1999). “The trend of changes in the element of time in the curriculum of the elementary level of Iran” (1288-1377 A.H.), Education and Tarbiat Quarterly. 57. 98. (In Persian).

Musapour, Nemat A. (2008). "Education Time", National Education Document of the Theoretical Studies Committee of Curriculum Planning and Educational Technology Subsystem. Tehran. (In Persian).

Musapour, Nematullah. (2006). “Basics of secondary education planning”. Tehran: To publish. (In Persian).

Naderi, F., & Ansari Asl, Z. (2018). “The effect of art therapy on the self-concept of seeking approval and happiness of children referring to counseling and treatment centers in Ahvaz city. New discoveries in psycologie”. 6. 18. 2019. (In Persian).

Narimani, M., Arianpour, S., & Sadeghieh Ahri, S. (2006). Comparison of self-esteem and general health in group and individual athletes and non-athletes, Paish Quarterly, 6, 3. 179-184. (In Persian).

Nazohori Pahrabad, R., Posneh, K., Osareh, A., & Rasouli, S. (2012). Comparison of the effect of active and passive teaching methods on emotional intelligence of students. Educational Technology Scientific Research Journal, 8, 1, 2012. (In Persian).

Noble, T., & McGrath, H. (2008). “The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil well-being”. Educational & Child Psychology, 25, 2:119–134.

Noddings, N. (2012). The Caring Relation in Teaching. Oxford Review of Education, 38, 6:771–781.

Nowruzzadeh, R., & Fathi Vajargah, K. (2007). “An introduction to university curriculum planning. Tehran: Higher Education Research and Planning Institute”. (In Persian).

Ogden, T., & Sorlie, M. A. (2009). ‘Implementing and evaluating empirically based family and school programmes for children with conduct problems in Norway’, International Journal of Emotional Education, 1 (1), 96–107.

Pace, S. (2011). Primary School Teachers’ Perception of Emotional Intelligence in Children’s Education. Unpublished Masters dissertation. Faculty of Education, University of Malta, Malta.

Panju, Marzieh. (2015). “A guide to increasing students' emotional intelligence”: seven strategies for success in increasing students' emotional intelligence in the classroom. Translated by Nahid Shafi'i. Tehran: Roshd.

Plante, T.G., & Robin, J. (1994), Physical Fitness and Enhanced Psychological, Health, Current Psychological Research and Review, 21, 36-39.

Radin, A., & Mohammadi, A. (2016). “Effectiveness of art therapy based on painting on reducing depression, anxiety and aggression in preschool children”.

Robertson, S., & Alice, B. (2003).teaching in the 21st century adapting writing pedagogies to the college curriculum. Published in the Taylor & Francis e-Library.

Roffey, S. (2010). Content and context for learning relationships: A cohesive framework for individual and whole school development. Educational and Child Psychology, 27(1), 156–167.

Ryan V., Edge A., The role of play themes in non-directive play therapy. Clin Child Psychol Psychiatry. 2012; 17(3):354–369. http://dx.doi.org/10.1177/1359104511414265 .

Rye N. Play therapy as a mental health intervention for children and adolescents. J Fam Health Care. 2008; 18(1):17–19.

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.

Salleh, Z., & Negah, R. (2015). Emotional intelligence and entrepreneurs’ innovativeness towards entrepreneurial success: a preliminary study, American journal of economics, 5(2), 285-290.

Salovey P., Mayer JD., Goldman S., et al. Emotional attention, clarity, and repair: exploring emotional intelligence using the trait meta-mood scale. In J.W. Penne baker (Ed.). Emotion, disclosure and health, Washington, DC: American Psychological Association; 1995. P. 125–154.

Sanchez-Alvareza, N., Extremera, N., & Fernandez-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 11(3), 276-285         

Sedaghati, J., Ghasemi, A., & Shujaei, M (2015). The effect of competitive and non-competitive sports activities on the social development of elementary school students. Socio-Cultural Development Studies Quarterly, 5, 3, 1995, 113-121. (In Persian).

Seligman, M. E. P., Gillham, J., Reivich, K., Linkins, M., & Ernst, R. (2009). Positive education.Oxford Review of Education, 35(3), 293–311.

Sergiovanni, T. J. (1994). Building school communities. San Francisco: Jossey-Bass.

seyf Naraghi, Maryam. Daneshmand, Badrolsadat. Shariatmadari, Ali. Naderi, Ezatollah. (2013). Strategy of curriculum based on emotional intelligence and its denotations in education and training. Journal of American Science 2013; 9(5)

Shakeri, Gholamreza. (2017). “Design and validation of the elementary school curriculum model with an emphasis on emotional intelligence”. (Doctoral Thesis). Tehran: Khwarazmi University. Faculty of Education and Psychology. (In Persian).

Shapiro, L. E. (2012). How to Raise a Child with a High EQ: A Parents' Guide to Emotional Intelligence (Inteligenta emotionala a copiilor. Jocuri si recomandari pentru un EQ ridicat). Iasi: Polirom

Shapiro, N. H. (2006). “Promotion and Tenure and the Scholarship of Teaching – Learning”. New Rochelle, Heldref Publications, 38. Change: The Magazine of Higher Learning, Retrieved 13 March, 2016. From: http://www.heldref.org.

Sharifi, H., & Selesbili, N. (2010). The effectiveness of learning opportunities in the interaction of theory and practice of curriculum and art education. Culture and communication studies (former cultural research letter) 11th, 11

Shekari, Abbas. (2011). The effect of cooperative learning on the development of students' social skills. Education Strategies Quarterly, 5, 2013, 31-37. (In Persian).

Shokohi, Gholamhossein. (2008). “Education and training and its stages”. Mashhad: To be published. (In Persian).

Shucksmith, J., Summerbell, C., Jones, S., & Whittaker, V. (2007). Mental well-being of children in primary education (targeted/indicated activities). London: National Institute of Clinical Excellence.

Sobhi Gharamalki, Nasser. (2011). Motivational prediction of academic progress based on students' emotional intelligence. School Psychology Journal, 2013, 1, 3/62-49. (In Persian).

Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the Child Development Project. Social Psychology of Education, 4, 3-51.

Soltani, M., Arian, K., & Angaji, L. (2013). The impact of group storytelling on female second grade primary-schol self-esteem. Quarterly of Educational Psychology, 29(9), 95-108. (In Persian).

Stone S., & Stark M. (2013). Structured Play Therapy Groups for Preschoolers: facilitating the emergence of social competence. Int J Group Psychother. ; 63(1):25–50. http://dx.doi.org/10.1521/ijgp.2013.63. 1.25.

Stormshak, E. A., Bierman, K. L., McMahon, R. J., Lengua, L., & Conduct Problems Prevention Research Group. (2000). Parenting practices and child disruptive behavior problems in early elementary school. Journal of Clinical Child Psychology, 29, 17–29.

Stormshak, E. A., Dishion, T. J., Light, J., & Yasui, M. (2005). Implementing family-centered interventions within the public middle school: Linking service delivery to change in problem behavior. Journal of Abnormal Child Psychology, 33, 723–733.

TUNCAY, H. (2002). Emotional Intelligence (EQ) in ELT/EFL Curriculum, Journal of İstaŶďul Kültür UŶiǀersity, ǀoluŵe ϭ, 2, 2002,. 21-34.

Ulloa, M. L. (2011). Emotionally intelligent teachers support preschool children’s emotional competence. Unpublished PhD Thesis, Wellington University.

Van Rooy, D. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior. 65, 1, 2004, 71-95

Vejdani, F., & Hassani, M. (2016). Qualitative content analysis of elementary school social studies books from the perspective of moral education. Two scientific-research quarterly journals of Islamic education. Q12, No. 25, 2016, 29-54. (In Persian).

Vostanis, P., Humphrey, N., Fitzgerald, N., Deighton, J., & Wolpert, M. (2013). How do schools promote emotional well-being among their pupils? Findings from a national scoping survey of mental health provision in English schools. Journal of Child and Adolescent Health, 18(3), 151–157.

Weare, K., & Gray, G. (2003). What works in developing children’s emotional and social competence and wellbeing? London: Department for Education and Skills (research report no. 456). [accessed 20 March 2008].

Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(S1), i29-i69.

Wells, J., Barlow, J., & Stewart-Brown, S. (2003) “A systematic review of universal approaches to mental health promotion in schools”, Health Education, (4), in press.

Willard, H. (2013). “Emotional Intelligence and Play Therapy Review”. Retrieved 2 December, 2017 from http://utahplaytherapy.org/emotional-intelligence-and-play-therapy-review

Yaghoubi, H., & Baradaran, M. (2018). “Correlates of mental health: happiness, exercise and emotional intelligence. New Psychological Research Quarterly”. 6, 23, 2019. (In Persian).

Zandavanian, A., Daryapour, A, & Jabarifar, T. (2012). The relationship between school climate and bullying among high school students in Yazd city. Ahvaz Shahid Chamran Journal of Educational Sciences. (20) 2, 62-45. (In Persian).

Zarei, H., Maleki, H., & Sabzipour, A. (2013). “The role of self-evaluation in the process of learning and teaching students. Education strategies in medical sciences”. (2) 5, 136-131. (In Persian).

Zarei, K., Parand, Z., Seyedfatemi, N., Khoshbakht, F., Haghani, H., & Zarei, M. (2013). The impact of storytelling on physiologic anxiety, anxiety and social anxiety of school-age hospitalized patients. Mediacl Surgical Nursing Journal, 2(3- 4), 115-121. (In Persian).