Abooei, A., Barzegar Bafrooee, K., & Rahimi, M. (2021). The effectiveness of self-compassion training on emotion regulation of female students with specific learning disorder.
Journal of Educational Psychology Studies,
18(43), 121-101.
https://doi.org/10.22111 /JEPS.2021.6495
Ahmad, F., El Morr, C., Ritvo, P., Othman, N., Moineddin, R., & MVC Team. (2020). An eight-week, web-based mindfulness virtual community intervention for students’ mental health: Randomized controlled trial.
JMIR Mental Health,
7(2), e15520.
https://doi.org/10.2196/15520
Ahmadi, M., Nikomanesh, Z., & Farnam, A. (2021). Effectiveness of stress-based mindfulness therapy on the students' feelings of loneliness and internet addiction.
Pajouhan Scientific Journal,
19 (4), 1-9.
https://doi.org/10.52547/psj.19.4.1
Alavi, S.S., Jannatifard, F., Marasi, M.R., & Rezapour, H. (2010). Evaluation of psychometric properties of GPIUS Internet Addiction Questionnaire in student users of Isfahan universities in 2009. Knowledge and Research in Applied Psychology, 11 (40), 38-51.
Andrés, M. L., Richaud de Minzi, M. C., Castañeiras, C., Canet-Juric, L., & Rodríguez-Carvajal, R. (2016). Neuroticism and depression in children: The role of cognitive emotion regulation strategies. The Journal of Genetic Psychology, 177(2), 55-71. https://doi.org /10.1080/00221325.2016.1148659
Bordick, D. (2017). Mindfulness skills for the children and adolescents. Monshe’ie GR, Asli Azad A, Hoseini L, Tayebi P. (Persian translator). First edition. Isfahan: Isfahan Islamic Azad University publication (Khorasgan), 369-375.
Chiodelli, R., Mello, L. T., & Jesus, S. N. (2018). Effects of a brief mindfulness-based intervention on emotional regulation and levels of mindfulness in senior students.
Psicologia: Reflexão e Crítica,
31.
https://doi.org/10.1186/s41155-018-0099-7
Ferrara, P., Corsello, G., Ianniello, F., Sbordone, A., Ehrich, J., Giardino, I., & Pettoello-Mantovani, M. (2017). Internet addiction: starting the debate on health and well-being of children overexposed to digital media.
The Journal of Pediatrics,
191(1), 280-281.
https://doi.org/10.1016/j.jpeds.2017.09.054
Fu, L., Wang, P., Zhao, M., Xie, X., Chen, Y., Nie, J., & Lei, L. (2020). Can emotion regulation difficulty lead to adolescent problematic smartphone use? A moderated mediation model of depression and perceived social support.
Children and Youth Services Review,
108(1), 104660-104673.
https://doi.org/10.1016/j.childyouth.2019.104660
Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire–development of a short 18-item version (CERQ-short).
Personality and Individual Differences,
41(6), 1045-1053.
https://doi.org/10.1016/j.paid.2006.04.010
Hasani, J. (2010). The psychometric properties of the cognitive emotion regulation questionnaire (CERQ).
Journal of Clinical Psychology,
2(3), 73-84.
https://doi.org/
10.22075/jcp.2017.2031
Hedayatizafarghandi, S., Emamipour, S., & Rafiepoor, A. (2021). Evaluation of the effectiveness of mindfulness-based therapy on emotion regulation skills.
Medical Journal of Mashhad University of Medical Sciences,
64(1).223-236
https://doi.org/ 10.22038/mjms.2021.18853
Lan, Y., Ding, J. E., Li, W., Li, J., Zhang, Y., Liu, M., & Fu, H. (2018). A pilot study of a group mindfulness-based cognitive-behavioral intervention for smartphone addiction among university students.
Journal of Behavioral Addictions,
7(4), 1171-1176.
https://doi.org/10.1556/2006.7.2018.103
Lin, M. P. (2020). Prevalence of internet addiction during the COVID-19 outbreak and its risk factors among junior high school students in Taiwan.
International Journal of Environmental Research and Public Health,
17(22), 8547.
https://doi.org/10.3390/ ijerph17228547
Lu, W., Lee, K., Ko, Ch., Hsiao, R.C., Hu, H., & Yen, Ch. (2017). Relationship between borderline personality symptoms and Internet addiction: The mediating effects of mental health problems.
Journal of Behavioral Addictions,
6 (3), 434-441.
https://doi.org/10.1556/2006.6.2017.053
Mohades, N., Khanjani, Z., & Aqdasi, A. N. (2020). The effectiveness of mindfulness-based intervention on the emotion regulation difficulties components of students with conduct disorder.
Journal of Instruction and Evaluation,
12(48), 63-83.
https://doi.org/ 10.30495/jinev.2020.672761
Moniri, R., Pahlevani Nezhad, K., & Lavasani, F. F. (2022). Investigating anxiety and fear of COVID-19 as predictors of internet addiction with the mediating role of self-compassion and cognitive emotion regulation.
Frontiers in Psychiatry,13(6), 841870.
https://doi.org/10.3389/fpsyt.2022.841870
Narimani, M., Alisari Nasirlou, K., & Mosazadeh, T. (2014). The effect of excitement-focused therapy and impulse control on educational burnout and positive and negative training emotions in students with and without learning disabilities.
Journal of Learning Disabilities, 3(3), 79-99.
https://doi.org/
10. 3393.3.6
Qureyshi, M., & Behboodi, M. (2017). The effectiveness of group reality therapy training on emotion regulation and increasing academic self-efficacy of female students.
Bimonthly Scientific Research Journal of Social Health, 4 (3), 233-243.
https://doi.org/ 10.22037/ch.v4i3.15462
Regan, T., Harris, B., Van Loon, M., Nanavaty, N., Schueler, J., Engler, S., & Fields, S. A. (2020). Does mindfulness reduce the effects of risk factors for problematic smartphone use? Comparing frequency of use versus self-reported addiction.
Addictive Behaviors,
108(10), 106435.
https://doi.org/ 10.1016/j.addbeh.2020.106435
Segal, Z. V., Teasdale, J. D., & Williams, J. M. G. (2004). Mindfulness-based cognitive therapy. Theoretical Rationale and Empirical Status, 5(15), 118-131
Shahidi, S., Akbari, H., & Zargar, F. (2017). Effectiveness of mindfulness-based stress reduction on emotion regulation and test anxiety in female high school students. Journal of Education And Health Promotion, 6(87), 155-160. https://doi.org10. 4103/jehp.jehp_98_16
Shamli, M., Mo’tamedi, A., & Borjali, A. (2018). The effectiveness of mindfulness-based cognitive therapy on Internet gambling addiction mediated by self-control and emotion variables in adolescent boys.
Culture of Counseling and Psychotherapy, 9 (33), 137-161.
https://doi.org/
10.22054/QCCPC.2018. 25865.1635
Sobhi Qaramaleki, N., Hajjlu, N., & Babaei, K. (2014). The effectiveness of time management skills training on students' procrastination.
Journal of Psychological Methods and Models, 4 (15), 91-101.
https://doi.org/10.1176/cpb.1998.1.237
Tang, A. C. Y., & Lee, R. L. T. (2021). Effects of a group mindfulness-based cognitive programme on smartphone addictive symptoms and resilience among adolescents: study protocol of a cluster-randomized controlled trial.
BMC Nursing,
20(1), 1-13.
https://doi.org/10.1186/s12912-021-00611-5
Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2019). School-based prevention for adolescent internet addiction: Prevention is the key. A systematic literature reviews.
Current Neuropharmacology,
17(6), 507-525.
https://doi.org/10.2174/ 1570159X16666180813153806
Williams, J. M. G., & Kuyken, W. (2012). Mindfulness-based cognitive therapy: A promising new approach to preventing depressive relapse.
The British Journal of Psychiatry,
200 (5), 359-360.
https://doi.org/10. 1192/bjp.bp.111.104745