Ahmadi, R., Ahadi, H.,Mazaheri; M., Delawar, A., & Bukharian, M. (2011). The effect of teaching nervous programming on students' depression. New Findings in Psychology, 180, 22-34.
Bandura , A. (2006). Towards a psychology of human agency. Perspectpsycholsci, 1,164-80
Beauchemine, J. (2008). Mindfulness meditation may lessen anxiety, promote social skills and improve academic performance. Journal of Psychology, 11, 34-45.
Bolstad, R. (2001). Karma yoga: An NLP approach to using your lifes work as a spiritual path. Anchorepoint, 16 (12), 30-34.
Bonitz, V.S., Larson, L.M., & Armstrong, L.P. (2009). Interests, self-efficacy, and choice goals: An experimental manipulation. Journal of Vocational Behavior, 1-7.
Delawar, M. (2008). Neuro-linguistic programming - NLP class in cognitive perspective. Tehran: Arjomand.
Dilts, R. (2009). NLP and Fit Ness Training. Anchore Paint, 18, 20- 25 Available from: http:nlpanchorpoint.
com
Ehsamani Tabar, H. (2004). The effectiveness of strategic NLP training on mental health and motivation of high school students in Tehran. Master's Degree in Psychology, University of Tehran.
Garg, P. (2013). Impact of test anxiety on psychomotor functions and satisfaction with life of medical undergraduates during second professional curriculum. Education in Medicine Journal, 5(4), 6-11.
Gaudiano, B.A., & Herbert, J.D. (2007). Preliminary psychometric evaluation of new self-efficacy scale and its relationship to treatment outcome in social anxiety disorder. Cognitive Therapy and Research, 27(5), 537-555.
Hall, L.M. (2008). Back to the True NLP Sources. Anchore Point 17, 53- 55. Available from: http: nlpanchorpoint.com
Harris, C.(2005). Fast delivery with NLP in plain language at work and living (translated by Leili Mehrpour). Tehran: Pol.
Kim, H., & Gim Chung, R. H. (2003). Relationship of recalled parenting style toself-perception in Korean & American college students. Journal of Genetic psychology, 164 (4), 481-488.
Lufi, D., & Awwad, A. (2013). Using the minnesota multiphasic personality inventory-2 to develop a scale to identify test anxiety among students with learning disabilities. Learning Disabilility, 36(4), 242- 9.
Marsh, H. W., & Martin, A. J. (2011). Academic selfconcept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 1 (81), 59–77.
Muris, P. (2002). Relationships between self-efficacy and semptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337-348.
Patrick, J. (2007). Neuro linguistic programming and organizational development university of Sydney, Australia. Available from: http:www.nlpmax.com (Access17 Jun, 2007).
Rudy, B.M., Davise, T.E., & Mathews, R.A. (2012). The relationship among self-efficacy, negative self-referent cognitions and social anxiety in children: a multiple mediator model. Behavior Therapy, 43(3), 28-619.
Sarason, I. G., & Mandler, L. (1990). Stress, anxiety and cognitive interference: Reactions to tests. J Pers SocPsychology, 2 (4),46- 49.
Sarason, I.G. (1959). Test anxiety and the self-disclosing, coping model. J Consult Clin Psychol, 43(2), 148-153.
Sena, J.D.W., Lowe, P.A., & Lee, S.W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. J Learn Disabil, 40(4), 360-376.
Shahsavari, S. (2004). A comparative study of different dimensions of self-perception of deaf, blind and normal students in Isfahan's secondary school. MSc Thesis, Shiraz University.
Trifoni, A., & Shahini, M. (2011). How does exam anxiety affect the performance of university students? Mediterr J Soc Sci, 2(2), 93-100.
Vafai Afshar, S. (2011). The effect of neuro-verbal planning on reducing anxiety and depression in amputee patients. Master's Thesis, Central South Payam-e- Noor University.