پیش‌بینی اضطراب امتحان بر اساس خودکارآمدی تحصیلی، دشواری در تنظیم هیجان و ناگویی خلقی

Arabi, A., & Sedigh Arfaei, F. (2020). The relationship of study habits, achievement goals and academic self-efficacy with test anxiety of high school students. Journal of Educational Psychology Studies, 17(38), 105-124. https://doi.org/10.22111/jeps.2020.5303

Bagby, R. M., Parker, J. D. A, & Taylor, G. J. (1994). The twenty-item Toronto alexithymia scale-I.

Item selection and cross-validation of the factor structure. Journal of Psychosomatic Research, 38(1), 23-32. https://doi.org/10.1016/0022

Bulfone, G., Badolamenti, S., Biagioli, V., Maurici, M., Macale, L., Sili, A., & et al. (2021). Nursing students' academic self-efficacy: A longitudinal analysis of academic self-efficacy changes and predictive variables over time. Journal of Advanced Nursing, 77(5), 2353-2362. https://doi.org/10.1111/jan.14771

Fooladi, A., Alamolhoda, M., Javaezi Shishavan, M., Hosseini, F., Jameinezhad, F., & Arabsalari, Z. (2025). The effect of mindfulness-based education on academic self-efficacy and school adjustment in anxious female students. Quarterly of Experimental and Cognitive Psychology, 2(2), 53-65. https://www.quarterlyecp.com/index.php/ecp/article/view/189

Ghazi, S., Hasanvandi, S., & Ghadampour, E. (2017). Prediction of test anxiety and academic self-handicapping based on alexithymia. Yafte: Lorestan University of Medical Sciences, 19(4), 22-31. http://yafte.lums.ac.ir/article-1-2394-en.html

Ghorbanpour Dehsorkh, Kh. (2025). Effectiveness of mindfulness-based education on alexithymia, test anxiety and adjustment to college in students. Journal of Psychological Dynamics in Mood Disorders, 4(1), 159-171. https://doi.org/10.61838/kman.pdmd.4.1.10

Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94

Hartman, S. D., Wasieleski, D. T., & Whatley, M. A. (2017). The effects of emotional dysregulation and test anxiety on GPA. College Student Journal, 51(1), 1-6. https://go.gale.com/ps/i.do?id=GALE%7CA487602760&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=01463934&p=AONE&sw=w&cookieConsent=true&analyticsOptout=false&userGroupName=anon%7Ebfc8b57d&aty=open-web-entry

Holmes, A., Marella, P., Rodriguez, C., Ii, D. G., & Goerlich, K. S. (2022). Alexithymia and cutaneous disease morbidity: A systematic review. Dermatology, 238(6), 1120-1129. https://doi.org/10.1159/000524736

Hou, L., Zhang, W., Huang, Q., & Zhou, R. (2025). Altered attentional control process of individuals with high test anxiety: An exploratory fMRI study. Behavioral Brain Research, 484, 115486. https://doi.org/10.1016/j.bbr.2025.115486

Jia, J., Ma, Y., Xu, S., Zheng, J., Ma, X., Zhang, Y., Sun, W., & Liu, L. (2023). Effect of academic self-efficacy on test anxiety of higher vocational college students: The chain mediating effect. Journal of Psychology Research and Behavior Management, 16, 2417-2424. https://doi.org/10.2147/PRBM.S413382

Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House: A Journal of Educational Strategies, 72(4), 224-30. https://doi.org/10.1080/00098659909599398

Karatas, K., Arpaci, I., & Suer, S. (2025). Predicting academic self-efficacy based on self-directed learning and future time perspective. Psychological Reports, 128(4), 2885-2905. https://doi.org/10.1177/00332941231191721

Kristensen, S. M., Larsen, T. M. B., Urke, H. B., & Danielsen, A. G. (2023). Academic stress, academic self-efficacy, and psychological distress: A moderated mediation of within-person effects. Journal of Youth and Adolescence, 52(7), 1512-1529. https://doi.org/10.1007/s10964-023-01770-1

Luminet, O., & Nielson, K. A. (2025). Alexithymia: Toward an experimental, processual affective science with effective interventions. Annual Review of Psychology, 76(1), 741-769. https://doi.org/10.1146/annurev-psych-021424-030718

Mairean, C., Zancu, A. S., & Diaconu-Gherasim, L. R. (2022). Children's anxiety, academic self-efficacy, and intergenerational transmission of worries regarding the transition to middle school. The British Journal of Educational Psychology, 92(4), 1638-1650. https://doi.org/10.1111/bjep.12530

Miola, A., Cattarinussi, G., Antiga, G., Caiolo, S., Solmi, M., & Sambataro, F. (2022). Difficulties in emotion regulation in bipolar disorder: A systematic review and meta-analysis. Journal of Affective Disorders, 302, 352-360. https://doi.org/10.1016/j.jad.2022.01.102

Pei, J. H., Wang, X., Ma, T., Du, Y., & Dou, X. (2023). Alexithymia in a Chinese patient with chronic pain and associated factors: A cross-sectional study. Pain Management Nursing, 24(4), 1-6. https://doi.org/10.1016/j.pmn.2023.01.003

Putwain, D. W., Stockinger, K., Vonder Embse, N. P., Suldo, Sh. M., & Daumiller, M. (2021). Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs? Journal of School Psychology, 88, 47-67. https://doi.org/10.1016/j.jsp.2021.08.001

Rafiepoor, A., Shafaqati, S., Abedini, A., & Jafari, T. (2019). Prediction of test anxiety based on difficulties in emotion regulation in high school students in Tehran. Journal of Research in Educational Systems, 13(46), 111-122. https://doi.org/10.22034/jiera.2019.152170.1670

Robson, D. A., Johnstone, S. J., Putwain, D. W., & Howard, S. (2023). Test anxiety in primary school children: A 20-year systematic review and meta-analysis. Journal of School Psychology, 98, 39-60. https://doi.org/10.1016/j.jsp.2023.02.003

Sabzevari, F., Ghasemi Ahmadabadi, L., Salehian Dehkordi, N., Barghamadi, F. S., & Abbasi, M. (2022). The role of difficulty in emotion regulation, self-differentiation, and coping styles in predicting referral thinking in adolescents with a history of drug use. Rooyesh-e-Ravanshenasi. 11(2), 229-242. https://dor.isc.ac/dor/20.1001.1.2383353.1401.11.2.10.9

Saeid, N. (2019). Determining the role of emotion regulation in predicting test anxiety and student problem solving ability. Medical Journal of Mashhad University of Medical Sciences, 62, 74-83. https://doi.org/10.22038/mjms.2019.14041

Sarason, I. G. (1957). Test anxiety, general anxiety, and intellectual performance. Journal of Consulting Psychology, 21(6), 485-490. https://doi.org/10.1037/h0043012

Sepahvand, E., Zakiei, A., Rafieian, K., Roumani, S., Komasi, S., & Reshadat, S. (2015). The intervening role of alexithymia in the relationship between attachment styles and test anxiety among gifted high school students. Korean Journal of Family Medicine, 36(4), 174-179. https://doi.org/10.4082/kjfm.2015.36.4.174

Shahbaziyankhonig, A., & Hasani, O. (2017). The role of test anxiety and alexithymia in students academic burnout. Educational Psychological and Social Research, 35, 36-50. http://dx.doi.org/10.52547/erj.4.35.36

Stanzo, K., DeMoss, M., Hollingsworth, B., Sherrill, S. S., Cruz, M. S. F. D., Reynolds, A., & et al. (2024). Nurse certification and test anxiety. The Journal of Nursing Administration, 54(7-8), 422-426. https://doi.org/10.1097/nna.0000000000001451

Stern, C. M., Graver, H., McPherson, I., Gydus, J., Kambanis, P. E., Breithaupt, L., & et al. (2024). Difficulties in emotion regulation in avoidant/restrictive food intake disorder. The International Journal of Eating Disorders, 57(11), 2156-2166. https://doi.org/10.1002/eat.24281

Terock, J., Frenzel, S., Wittfeld, K., Klinger-Konig, J., Janowitz, D., Bulow, R., & et al. (2020). Alexithymia is associated with altered cortical thickness networks in the general population. Neuropsychobiology, 79(3), 233-244. https://doi.org/10.1159/000504983

Thurm, A., Satel, J., Montag, C., Griffiths, M. D., & Pontes, H. M. (2023). The relationship between gambling disorder, stressful life events, gambling-related cognitive distortions, difficulty in emotion regulation, and self-control. Journal of Gambling Studies, 39(1), 87-101. https://doi.org/10.1007/s10899-022-10151-5

Tsai, J. K., Lu, W. H., Hsiao, R. C., Hu, H. F., & Yen, C. F. (2020). Relationship between difficulty in emotion regulation and internet addiction in college students: A one-year prospective study. International Journal of Environmental Research and Public Health, 17(13), 4766. https://doi.org/10.3390/ijerph17134766

Williamson, C., Wright, S. T., & Dallaghan, G. L. B. (2024). Test anxiety among US medical students: A review of the current literature. Medical Science Educator, 34(2), 491-499. https://doi.org/10.1007/s40670-024-01999-w

Wong, W. L. L., & Yuen, K. W. A. (2023). Online learning stress and Chinese college students' academic coping during COVID-19: The role of academic hope and academic self-efficacy. The Journal of Psychology, 157(2), 95-120. https://doi.org/10.1080/00223980.2022.2148087

Yadi Yosefabad, Sh., Kiani, Gh., & Entesar Foumani, Gh. (2023). The mediating role of academic self-efficacy and self-esteem in the relationship between thinking styles and girl students' test anxiety. Journal of Educational and Scholastic Studies, 11(4), 325-343. https://dor.isc.ac/dor/20.1001.1.2423494.1401.11.4.13.1

Yilmaz, F. T., Sabanciogullari, S., & Sevimligul, G. (2023). Alexithymia and coping with stress in patients with multiple sclerosis: A comparative study. The Journal of Neuroscience Nursing, 55(1), 24-29. https://doi.org/10.1097/jnn.0000000000000684