اثربخشی آموزش خودشفقت‌ورزی بر حس امنیت و اهمال‌کاری تحصیلی در دانش‌آموزان دختر متوسطه دوم

Athari, Z., Barzegar Bafrooi, K., & Zare, M. (2020). Investigating the role of self- compassion on academic procrastination by mediating role of experimental avoidance in students of Yazd University. Research in School and Virtual Learning, 8(1), 35-44. https://doi.org/10.30473/etl.2020.52759.3217

Bluth, K., Lathren, C., Silbersack Hickey, J. V. T., Zimmerman, S., Wretman, C. J., & Sloane, P. D. (2021). Self-compassion training for certified nurse assistants in nursing homes. Journal of the American Geriatrics Society, 69(7), 1896-1905. https://doi.org/10.1111/jgs.17155

Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., Gomez-Romero, M. J., & Tomas-Sabado, J. (2020). Academic procrastination in nursing students. Spanish adaptation of the Academic Procrastination Scale-Short Form (APS-SF). Enfermeria Clinica, 30(6), 371-376. https://doi.org/10.1016/j.enfcli.2020.02.018

Cano, S., Carreiras, D., Carvalho, S. A., & Cunha, M. (2023). To feel safe inside and out: The effect of self-compassion and social safeness underlie the relationship between parental invalidation and borderline features in sexual minority adults. Psychology & Sexuality, 15(1), 114-126. https://doi.org/10.1080/19419899.2023.2219679

Dong, R. K., Li, X., & Hernan, B. R. (2024). Psychological safety and psychosocial safety climate in workplace: A bibliometric analysis and systematic review towards a research agenda. Journal of Safety Research, 91, 1-19. https://doi.org/10.1016/j.jsr.2024.08.001

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. https://doi.org/10.2307/2666999

Franco, P. L., & Christie, L. M. (2021). Effectiveness of a one day self-compassion training for pediatric nurses' resilience. Journal of Pediatric Nursing, 61, 109-114. https://doi.org/10.1016/j.pedn.2021.03.020

Ghodrati, A., Aradmehr, M., & Sharifi, Z. (2022). The effectiveness of compassion-focused therapy on academic procrastination and cognitive-emotional regulation of first-grade high school students in Mashhad. Research in Health and Medical Sciences, 1(2), 1-8. https://jrhms.thums.ac.ir/article-1-35-en.html

Gilbert, P. (2014). The compassion focused therapy. Translate by Mehrnoush Esbati & Ali Feyzi, 2018, Ebnesina Publication.

Graen, G., Canedo, J. C., & Grace, M. (2020). Team coaching can enhance psychological safety and drive organizational effectiveness. Organizational Dynamics, 49(2), 100697. https://doi.org/10.1016/j.orgdyn.2019.01.003

Guo, L., Zhang, J., Mu, L., & Ye, Z. (2020). Preventing postpartum depression with mindful self-compassion intervention: A randomized control study. The Journal of Nervous and Mental Disease, 208(2), 101-107. https://doi.org/10.1097/nmd.0000000000001096

Hosseinpoor, D., Armandi, M., & Valadi, R. (2017). The impact of psychological capital on knowledge sharing with mediating role of psychological safety: Sharif University of Technology case. Quarterly Journal of Research and Planning in Higher Education, 22(4), 133-154. https://journal.irphe.ac.ir/article_702914.html

Huynh, T., Phillips, E., & Brock, R. L. (2022). Self-compassion mediates the link between attachment security and intimate relationship quality for couples navigating pregnancy. Family Process, 61(1), 294-311. https://doi.org/10.1111/famp.12692

Khan, N. U., Zada, M., & Estay, C. (2023). Servant leadership and employee prosocial rule-breaking: The underlying effects of psychological safety and compassion at work. PLOS ONE, 18(4), e0282832. https://doi.org/10.1371/journal.pone.0282832

Kishimoto, S., Watanabe, N., Yamamoto, Y., Imai, T., Aida, R., Germer, C., & et al. (2023). Efficacy of integrated online mindfulness and self-compassion training for adults with atopic dermatitis: A randomized clinical trial. JAMA Dermatology, 159(6), 628-636. https://doi.org/10.1001/jamadermatol.2023.0975

Kolbe, M., Eppich, W., Rudolph, J., Meguerdichian, M., Catena, H., Cripps, A., Grant, V., & Cheng, A. (2020). Managing psychological safety in debriefings: A dynamic balancing act. BMJ Simulation & Technology Enhanced Learning, 6(3), 164-171. https://doi.org/10.1136/bmjstel-2019-000470

Masoumian, S., Mehravin, E., Ghadyani, Z., Moradi, N., Shams Sobhani, S., & Ashouri, A. (2024). The group-based compassion-focused intervention on academic procrastination, anxiety, and quality of life of university students: A controlled trial with 3-month follow-up. Iranian Journal of Psychiatry & Clinical Psychology, 29(4), 418-437. http://dx.doi.org/10.32598/ijpcp.29.4.2497.5

Niazov, Z., Hen, M., & Ferrari, J. (2022). Online and academic procrastination in students with learning disabilities: The impact of academic stress and self-efficacy. Psychological Reports, 125(2), 890-912. https://doi.org/10.1177/0033294120988113

O’Connor, M., Shimoinaba, K., Zhong, Y., & Peyton, S. (2024). Self-compassion training in palliative care during COVID-19: A pilot study. Palliative & Supportive Care, 22(3), 582-587. https://doi.org/10.1017/s1478951522001195

Prykhodko, I. (2021). The model of psychological safety of a soldier's personality. Current Issues in Personality Psychology, 10(2), 112-122. https://doi.org/10.5114/cipp.2021.108684

Quansah, P. E., Zhu, Y., & Guo, M. (2023). Assessing the effects of safety leadership, employee engagement, and psychological safety on safety performance. Journal of Safety Research, 86, 226-244. https://doi.org/10.1016/j.jsr.2023.07.002

Rahmani, M., Namvar, H., & Hashemi Razini, H. (2024). The effectiveness of rational emotive behavior therapy on executive functions and academic procrastination of children with sluggish cognitive tempo. Journal of Psychological Dynamics in Mood Disorders, 2(4), 82-90. https://doi.org/10.22034/pdmd.2024.434756.1038

Rapoport, O., Bengel, S., Mocklinghoff, S., & Neidhardt, E. (2022). Self-compassion moderates the influence of procrastination on postponing sporting activity. Personality and Individual Differences, 185, 111242. https://doi.org/10.1016/j.paid.2021.111242

Rouzbahani, H., Niusha, B., & Shaterian Mohammadi, F. (2024). The model of academic procrastination based on school climate, social support, and psychological coherence: The mediating role of basic psychological needs. Journal of Psychological Dynamics in Mood Disorders, 3(4), 228-243. https://maherpub.com/pdmd/article/view/339

Saberian, S., & Tabatabaei, S. M. (2017). Efficiency of self- compassion training on the Mental well- being and self- worth of female students with stress of exam. Journal of Analitical-Cognitive Psychology, 8(31), 19-29. https://dorl.net/dor/20.1001.1.28222476.1396.8.31.2.5

Sapach, M. J. N. T., & Carleton, R. N. (2023). Self-compassion training for individuals with social anxiety disorder: a preliminary randomized controlled trial. Cognitive Behavioral Therapy, 52(1), 18-37. https://doi.org/10.1080/16506073.2022.2130820

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. https://doi.org/10.1037/0022-0167.31.4.503

Souri, A., Aghayousefi, A., & Dartaj, F. (2024). Explaining the phenomenon of students' academic burnout based on the role of academic procrastination and parents’ perfectionism (case study of high school students of Qom city). Sociology of Education, 10(3), 98-108. https://doi.org/10.22034/ijes.2024.2045408.1649

Tarkhan, M. (2021). The effectiveness of compassion focused therapy (CFT) on academic resiliency and hopefulness in the academic procrastination of male students of the second degree of high school. Research in School and Virtual Learning, 8(4), 9-18. https://doi.org/10.30473/etl.2021.57643.3435

Tatiana, B., Kobicheva, A., Tokareva, E., & Mokhorov, D. (2022). The relationship between students' psychological security level, academic engagement and performance variables in the digital educational environment. Education and Information Technologies, 27(7), 9385-9399. https://doi.org/10.1007/s10639-022-11024-5

Wouters-Soomers, L., Van Ruysseveldt, J., Bos, A. E. R., & Jacobs, N. (2022). An individual perspective on psychological safety: The role of basic need satisfaction and self-compassion. Frontiers in Psychology, 13(920908), 1-11. https://doi.org/10.3389/fpsyg.2022.920908

Xie, J., Xu, X., Zhang, Y., Tan, Y., Wu, D., Shi, M., & Huang, H. (2023). The effect of short-form video addiction on undergraduates' academic procrastination: a moderated mediation model . Frontiers in Psychology, 14(1298361), 1-10. https://doi.org/10.3389/fpsyg.2023.1298361

Yaghoobkhani Ghiasvand, M., Asadzadeh, H., Sa’dipour, I., Delavar, A., & Dortaj, F. (2018). Adolscents' academic engagement based on self-compassion, satisfaction of basic psychological needs and social safeness: A cross-lagged panel model. Journal of Educational Innovations, 17(3), 23-46. https://noavaryedu.oerp.ir/article_82389.html?lang=en

Yang, X., Zhu, J., & Hu, P. (2023). Perceived social support and procrastination in college students: A sequential mediation model of self-compassion and negative emotions. Current Psychology, 42, 5521-5529. https://doi.org/10.1007/s12144-021-01920-3

Yucel, H., Yilmaz, F. K., & Erim, A. (2023). Coronaphobia and academic procrastination in health sciences students during the first 3-month pandemic lockdown. The Journal of the Pakistan Medical Association, 73(7), 1383-1387. https://doi.org/10.47391/jpma.5260

Zhou, Y., Cao, C., Liu, L., Liu. Z., & Liu, J. (2024). Academic procrastination of nursing students in higher vocational college: Application of latent profile analysis and network analysis. Acta Psychologica, 246, 104296. https://doi.org/10.1016/j.actpsy.2024.104296