رابطه استرس تحصیلی و حمایت اجتماعی ادراک‌شده با عملکرد تحصیلی دانشجویان دانشگاه پیام‌نور شهر تبریز

Agnafors, S., Barmark, M., & Sydsjö, G. (2021). Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood. Social Psychiatry and Psychiatric Epidemiology, 56, 857-866. https://doi.org/10.1007/s00127-020-01934-5

Ahmadian Harris, A., & Kiani, G. (2017). The Relationship Between Social Support and Academic Performance with the Mediation of Perceived Stress in Female High School Students. https://en.civilica.com/doc/732715/

Ahraari, E., Mesrabadi, J., & Mosleh, S. Q. (2023). A Meta-analysis of the Relationship Between Social Support and Academic Performance. Scientific Journal of Education and Evaluation, 16(62), 37-58. https://journals.iau.ir/article_703759.html?lang=en

Akhtar, S., & Akhtar, N. (2024). Issues and challenges of academic stress among first-year university students: an investigative study. International Journal of Social Science & Entrepreneurship, 4(1), 133-152. https://doi.org/10.58661/ijsse.v4i1.250

Akhtari, F., Lashgari, M., & Abdi, H. (2023). Predicting Students' Adaptability Based on Emotion Regulation Strategies, Maladaptive Schemas, and Perceived Social Support. Journal of Mashhad University of Medical Sciences Faculty of Medicine, 66(6), 55-70. https://mjms.mums.ac.ir/article_24538.html?lang=en

Alizadeh, Y., Shahni Yailagh, M., Alipour Birgani, S., & Maktabi, G. (2024). The Effect of Self-Affirmation Method on Academic Performance, Stereotype Threat-Related Stress, and Academic Motivation of 9th-Grade Male Students in Public Schools in Ilam. Journal of Applied Psychological Research, 2(5), 65-80. https://japr.ut.ac.ir/article_100374.html

Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students' critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 2172929. https://doi.org/10.1080/2331186X.2023.2172929

Alyouzbaky, B. A., Al-Sabaawi, M. Y. M., & Tawfeeq, A. Z. (2024). Factors affecting online knowledge sharing and its effect on academic performance. VINE Journal of Information and Knowledge Management Systems, 54(5), 990-1010. https://doi.org/10.1108/VJIKMS-01-2022-0015

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1

Chadwick, K. A., & Collins, P. A. (2015). Examining the relationship between social support availability, urban center size, and self-perceived mental health of recent immigrants to Canada: a mixed-methods analysis. Social science & medicine (1982), 128, 220-230. https://doi.org/10.1016/j.socscimed.2015.01.036

Chen, C., Bian, F., & Zhu, Y. (2023). The relationship between social support and academic engagement among university students: the chain mediating effects of life satisfaction and academic motivation. BMC public health, 23, 2368. https://doi.org/10.1186/s12889-023-17301-3

Deng, Y., Cherian, J., Khan, N. U. N., Kumari, K., Sial, M. S., Comite, U., & Popp, J. (2022). Family and academic stress and their impact on students' depression level and academic performance. Frontiers in Psychiatry, 13, 869337. https://doi.org/10.3389/fpsyt.2022.869337

Dorostkar, N., Mousavipour, S., Zabeh, P., & Zanganeh Motlagh, F. (2023). Designing and Testing a Model of Students' Academic Performance Based on Personality Traits and Perceived Social Support with the Mediation of Resilience and Self-Efficacy During COVID-19. Razi Journal of Medical Sciences, 30(5), 74-84. https://doi.org/10.47176/rjms.30.123

Eskandari, E., Jalali, A., Mousavi, M., & Akrami, N. (2019). Predicting Psychological Resilience Based on Social Support and Attachment Style with the Mediation of Self-Efficacy and Meaning in Life. Positive Psychology Research, 5(2), 17-30. https://ppls.ui.ac.ir/article_24075.html

Esmaeili, M., Tabe Bordbar, F., & Fatemi Haghigi, Z. (2023). The Mediating Role of School Anxiety in the Relationship Between Academic Perfectionism and Academic Self-Concept with Academic Expectations Stress in Students. Research in Educational Systems, 17(63), 86-101. https://www.jiera.ir/article_192972.html?lang=en

Ferdowsi, S., Sepahmansour, M., & Ghanbari Panah, A. (2022). The Relationship Between Intelligence Beliefs and Cognitive Flexibility with Academic Performance: Investigating the Mediating Role of Perceived Social Support and Self-Perception in Students. Research in Educational Systems, 16(56), 76-90. https://www.jiera.ir/article_149228_en.html

Hauwa Maijidda, M., Shehu, M., & Dayo, D. A. (2024). Relationship Between Academic Stress and Academic Performance of Senior Secondary School Students In Katsina State, North West Nigeria. International Journal of Innovative Psychology & Social Development, 12(1), 59-64. https://www.seahipublications.org/wp-content/uploads/2024/02/IJIPSD-M-7-2024.pdf

Helgeson, V. S., & Cohen, S. (1996). Social support and adjustment to cancer: reconciling descriptive, correlational, and intervention research. Health psychology: official journal of the Division of Health Psychology, American Psychological Association, 15(2), 135-148. https://doi.org/10.1037/0278-6133.15.2.135

Hj Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 12. https://doi.org/10.3390/bs8010012

Hou, B., & Phromphithakkul, W. (2024). Relationship between perceived social support and university students' academic engagement in Shanxi, China: the chain mediating effect of academic buoyancy and academic emotion, the moderating effect of proactive personality. 18(1), 269-284. https://so03.tci-thaijo.org/index.php/hsjournalnmc/article/view/274400

Jagiello, T., Belcher, J., Neelakandan, A., Boyd, K., & Wuthrich, V. M. (2024). Academic stress interventions in high schools: A systematic literature review. Child Psychiatry & Human Development, 1-34. https://doi.org/10.1007/s10578-024-01667-5

Kahmann, R., Ozuer, Y., Zedelius, C. M., & Bijleveld, E. (2022). Mind wandering increases linearly with text difficulty. Psychological Research, 86(1), 284-293. https://doi.org/10.1007/s00426-021-01483-9

Kaur, K., & Beri, N. (2020). Social support and academic success: A correlational study. Journal of Critical Reviews, 7(19), 1925-1929.

Kord, Z., Shahni Yeylaq, M., & Haji Yakhchali, A. (2023). The Pattern of the Relationship Between Self-Regulation and Students' Academic Performance: The Mediating Role of Academic Commitment and Vitality. New Educational Approaches, 18(2), 33-54. https://nea.ui.ac.ir/article_28052.html?lang=en

Martínez-López, Z., Nouws, S., Villar, E., Mayo, M. E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 100291. https://doi.org/10.1016/j.ijedro.2023.100291

Mohammadzade Mogani, A. (2024). Investigating the Impact of Stress on Lack of Academic Concentration in Elementary School Students. Second International Conference on Management, Education and Research in Education, Tehran. https://en.civilica.com/doc/2039464/

Monjezi, H., & Heidari, A. (2023). Predicting Academic Performance Based on Internet Addiction and Academic Stress in Male High School Students in Ahvaz. Social Psychology Journal, 11(67), 65-76. https://journals.iau.ir/article_704346.html?lang=en

Nemati, S., Badri Gargari, R., Katorani, A., & Mortazavi, S. (2022). Predicting Academic Burnout of Undergraduate Students at Tabriz University Based on Emotional Regulation Strategies and Academic Stress. Teaching Strategies (Teaching Strategies in Medical Sciences), 15(6), 568-581. https://edcbmj.ir/article-1-2611-en.html

Peralta, C. E. G., Morales, N. J. G., Neri, E. A., & Baluyos, G. R. (2025). Socio-Economic, Academic, and Support Factors in Relation to the Academic Performance of on-Probation Students. International Journal of Research in Social Science and Humanities (IJRSS), 6(1), 79-95. https://doi.org/10.47505/IJRSS.2025.1.6

Peymani Foroushani, R., & Asgari, P. (2018). The Relationship Between Test Anxiety and Emotional Intelligence with Academic Performance and Academic Burnout in Students of Islamic Azad University, Ahvaz Branch. Journal of Educational Leadership and Management, 4(12), 59-73. https://journals.iau.ir/article_664466.html?lang=en

Salman, H., Mehdad, A., Naser Khalifeh, H., & Manshaee, G. (2024). The Effect of Academic Self-Concept, Academic Resilience, and Academic Engagement on the Academic Performance of Wasit University Students: The Mediating Role of Emotional Self-Regulation and the Moderating Role of Self-Esteem. Journal of Research and Innovation in Education and Development, 4(1), 55-70. https://doi.org/10.61838/jsied.4.1.1

Shafiei, F., Zahedi Vafa, Z., Safarialian, Z., & Tabatabaei Yeganeh, F. S. (2024). Predicting Academic Performance Based on Students' Personality Traits: A Case Study of the Women's Campus of Imam Sadegh University. Research in Teaching Islamic Studies and Education, 5(2), 7-26. https://tarbiatmaaref.cfu.ac.ir/article_3524.html?lang=en

Sinval, J., Oliveira, P., Novais, F., Almeida, C. M., & Telles-Correia, D. (2025). Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students' academic performance: A prospective study. https://pubmed.ncbi.nlm.nih.gov/39303881/

Tavajjohi, M., & Tamannaifar, M. (2022). The Relationship Between Coping Strategies and Social Support with Students' Test Anxiety During the COVID-19 Pandemic: The Mediating Role of Academic Resilience. Clinical Psychology and Personality, 20(2), 149-163. https://cpap.shahed.ac.ir/article_3992.html

Tus, J. (2020). Academic Stress, Academic Motivation, and Its Relationship on the Academic Performance of the Senior High School Students. Asian Journal of Multidisciplinary Studies, 8(11), 29-37. https://www.researchgate.net/publication/345149814_Academic_Stress_Academic_Motivation_and_Its_Relationship_on_the_Academic_Performance_of_the_Senior_High_School_Students