1. Aminalsharieh, S., Rezaei, S., Eisanezhad Boshehri, S., Shams Sobhani, S., & Bahadori Jahromi, S. (2017). Prediction of life expectancy based on self-efficacy and affective, social and instructional compatibility among high school slow paced students. Empowering Exceptional Children, 8(4), 35-46. doi:10.22034/ceciranj.2017.70916
2. Ayyash-Abdo, H., Sanchez-Ruiz, M.-J., & Barbari, M. L. (2016). Resiliency predicts academic performance of Lebanese adolescents over demographic variables and hope. Learning and Individual Differences, 48, 9-16. [
DOI:10.1016/j.lindif.2016.04.005]
3. Barnum, D. D., Snyder, C., Rapoff, M. A., Mani, M. M., & Thompson, R. (1998). Hope and social support in psychological adjustment of children who have survived burn injuries and their matched controls. Children's Health Care, 27(1), 15-30. [
DOI:10.1207/s15326888chc2701_2]
4. Bruininks, P., & Malle, B. F. (2005). Distinguishing hope from optimism and related affective states. Motivation and emotion, 29(4), 324-352. [
DOI:10.1007/s11031-006-9010-4]
5. Chehri, P., Sadeghi, M., & Veiskarami, H. (2017). Investigating the Effects of Hope training on cognitive engagement and Academic Achievement of Exceptional Girl Students (mental retardation) of Khoramaabad Second Level of Middle School. Middle Eastern Journal of Disability Studies, 7(0), 86-86.
6. Chen, 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, 101824. [
DOI:10.1016/j.lindif.2020.101824]
7. Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840): Springer. [
DOI:10.1007/978-1-4614-2018-7]
8. Erskine, R. G. (2019). Child development in integrative psychotherapy: Erik Erikson's first three stages. International Journal of Integrative Psychotherapy, 10, 11-34.
9. Foroozanfar, A. (2020). Positive Psychology and the Qur'an: A Comparative Study of the Constructs of Hope, Resilience, and Forgiveness. Iranian Evolutionary and Educational Psychology, 2(3), 208-224. doi:10.29252/ieepj.2.3.208 [
DOI:10.29252/ieepj.2.3.208]
10. Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782): Springer. [
DOI:10.1007/978-1-4614-2018-7_37]
11. Ghadampour, E., Heidaryani, L., Kalantar, J., & Nasiri Hanis, G. (2020). The effect of teaching ethical intelligence in storytelling on academic, social, and emotional adjustment of students. Research in Teaching, 8(2), 54-37. doi: [
DOI:10.34785/J012.2020.803]
12. Ghadampour, E., Radmehr, P., & Yousefvand, L. (2017). The effect of group training based on Schneider hope theory on level academic engagement and hardiness girl students in first grade. 3(33), 1-14. doi:10.18869/acadpub.erj.3.33.1 [
DOI:10.18869/acadpub.erj.3.33.1]
13. Golmohammad Nazhad Bahrami, G., & Yousefi Sehzabi, M. (2019). The effectiveness of positive thinking skills training on high school girl students happiness and social adaptation in Mehraban city. Knowledge & Research in Applied Psychology, 20(4), 113-122. doi:10.30486/jsrp.2019.561849.1197
14. Hallahan, D., Kauffman, J., & Pullen, P. (2009). Exceptional learners: An introduction to special education. 11 th Editon. In: Upper Saddle River NJ: Pearson International.
15. Hemati, B. (2020). The role of educational emotions, autonomy protection cognition and school dependency in predicting the educational - social adaptation of headless students. Journal of School Psychology, 9(1), 208-229. doi:10.22098/jsp.2020.912
16. Javanmard, J., Rajaei, A., & Khosropour, F. (2019). Effectiveness of Group Positive Psychotherapy on social, emotional and educational adaptability Journal of Applied Psychology, 13(2), 209-227. doi:10.29252/apsy.13.2.209
17. Khodarahmi, S., & Gholami, K. (2019). The effect of group academic counseling training on increasing academic skills and academic achievement of female high school students in Ilam. New Achievements in Humanities Studies, 2(12), 89-100.
18. Kim, C.-K., Seo, J.-M., Kim, S.-S., Cho, J.-S., Ha, J.-S., Kim, J.-O., & Byun, W.-T. (1999). Development of the Korean Version of the Social Adjustment Scale in the schizophrenics: a study on the reliability and validity. Journal of Korean Neuropsychiatric Association, 1351-1364.
19. Kirk, S., Gallagher, J. J., & Coleman, M. R. (2014). Educating exceptional children: Cengage Learning.
20. Long, K. N., Kim, E. S., Chen, Y., Wilson, M. F., Worthington Jr, E. L., & VanderWeele, T. J. (2020). The role of hope in subsequent health and well-being for older adults: An outcome-wide longitudinal approach. Global Epidemiology, 2, 100018. [
DOI:10.1016/j.gloepi.2020.100018]
21. Magyar-Moe, J. L. (2009). Therapist's guide to positive psychological interventions: Academic press. [
DOI:10.1016/B978-0-12-374517-0.00004-8]
22. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184. [
DOI:10.3102/00028312037001153]
23. Marques, S. C., & Gallagher, M. W. (2017). Age differences and short-term stability in hope: Results from a sample aged 15 to 80. Journal of Applied Developmental Psychology, 53, 120-126. [
DOI:10.1016/j.appdev.2017.10.002]
24. Miller, M. L., & Schlenker, B. R. (2011). Integrity and identity: Moral identity differences and preferred interpersonal reactions. European Journal of Personality, 25(1), 2-15. [
DOI:10.1002/per.765]
25. Moe, A. (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431-437. [
DOI:10.1016/j.tate.2016.07.017]
26. Narimani, M., & Hedayat, S. (2020). The impact of group education on students' grit and educational self-efficacy based on Snyder's hope theory. Shenakht Journal of Psychology and Psychiatry, 7(3), 112-123. doi:10.52547/shenakht.7.3.112 [
DOI:10.52547/shenakht.7.3.112]
27. Orthner, D. K., Jones-Sanpei, H., Akos, P., & Rose, R. A. (2013). Improving middle school student engagement through career-relevant instruction in the core curriculum. The Journal of Educational Research, 106(1), 27-38. [
DOI:10.1080/00220671.2012.658454]
28. Rand, K. L., & Cheavens, J. S. (2009). Hope theory. Oxford handbook of positive psychology, 2, 323-333. [
DOI:10.1093/oxfordhb/9780195187243.013.0030]
29. Samavi, S. A., Najarpourian, S., & Javdan, M. (2019). The effectiveness of group Hope therapy in labor pain and mental health of pregnant women. Psychological reports, 122(6), 2063-2073. [
DOI:10.1177/0033294118798625]
30. Scholte, R. H., van Lieshout, C. F., de Wit, C. A., & van Aken, M. A. (2005). Adolescent personality types and subtypes and their psychosocial adjustment. Merrill-Palmer Quarterly (1982-), 258-286. [
DOI:10.1353/mpq.2005.0019]
31. Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological inquiry, 13(4), 249-275. [
DOI:10.1207/S15327965PLI1304_01]
32. Wahlbeck, H., Kvist, L. J., & Landgren, K. (2018). Gaining hope and self-confidence-An interview study of women's experience of treatment by art therapy for severe fear of childbirth. Women and Birth, 31(4), 299-306. [
DOI:10.1016/j.wombi.2017.10.008]
33. Walker, K. W., & Pearce, M. (2014). Student engagement in one-shot library instruction. The Journal of Academic Librarianship, 40(3-4), 281-290. [
DOI:10.1016/j.acalib.2014.04.004]
34. Wang, M.-T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465-480. [
DOI:10.1016/j.jsp.2011.04.001]