Afzali, L., & Esmaili, S. (2019). Relationship between goal orientation (with mediator of educational resilience) and academic engagement. Empowering Exceptional Children, 10(2), 216-226. https://doi.org/10.22034/ceciranj.2019.95991
Aghdar, A., Allipour, S., & Shehni Yeilagh, M. (2020). The Relationship between executive functions and self-regulated academic learning regarding the mediating role of metacognition and working memory among university students. Iranian Journal of Learning and Memory, 2(8), 73-82. https://doi.org/10.22034/iepa.2020.236019.1178
Ajam, A. A., & Davari, S. (2018). The Relationship between psychological capital and academic welfare of students of nursing faculty of Gonabad University of Medical Sciences. Iranian Journal of Rehabilitation Research in Nursing, 4(4), 53-58. http://ijrn.ir/article-1-356-fa.html
Al-Qadri, A. H., Zhao, W., Li, M., Al-Khresheh, M. H., & Boudouaia, A. (2021). The prevalence of the academic learning difficulties: An observation tool. Heliyon, 7(10), e08164. https://doi.org/10.1016/j.heliyon.2021.e08164
Al-Shaer, E. A., Aliedan, M. M., Zayed, M. A., Elrayah, M., & Moustafa, M. A. (2024). Mental health and quality of life among university students with disabilities: The moderating role of religiosity and social connectedness. Sustainability, 16(2).
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Birang Khojastehpour, P., Dortaj, F., & Ghaemi, F. (2022). Providing a structural model of social-emotional competence based on psychology capital with mediation of career motivation among primary school teachers. Iranian Journal of Learning and Memory, 5(19), 19-26. https://doi.org/10.22034/iepa.2022.169613
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Deng, Y., Cherian, J., Khan, N. U. N., Kumari, K., Sial, M. S., Comite, U., Gavurova, B., & Popp, J. (2022). Family and academic stress and their impact on students' depression level and academic performance. Front Psychiatry, 13, 869337. https://doi.org/10.3389/fpsyt.2022.869337
Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 achievement goal framework. J Pers Soc Psychol, 80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501
Evans, D., Borriello, G. A., & Field, A. P. (2018). A review of the academic and psychological impact of the transition to secondary education. Front Psychol, 9, 1482. https://doi.org/10.3389/fpsyg.2018.01482
Fejes, J. B. (2023). Unpacking classroom goal structures based on students’ own words. Social Psychology of Education, 26(2), 433-472. https://doi.org/10.1007/s11218-022-09753-z
Floyd, F. J., & Olsen, D. L. (2017). Family-peer linkages for children with intellectual disability and children with learning disabilities. Journal of Applied Developmental Psychology, 52, 203–211. https://doi.org/10.1016/j.appdev.2017.08.001
Hickey, E. J., Nix, R. L., & Hartley, S. L. (2019). Family emotional climate and children with autism spectrum disorder. J Autism Dev Disord, 49(8), 3244-3256. https://doi.org/10.1007/s10803-019-04037-6
Hoffman, J. A., & Miller, E. A. (2020). Addressing the consequences of school closure due to COVID-19 on children's physical and mental well-being. World Medical & Health Policy, 12(3), 300-310. https://doi.org/https://doi.org/10.1002/wmh3.365
Hossain, S., O'Neill, S., & Strnadová, I. (2023). What constitutes student well-being: A scoping review of students' perspectives? Child Indic Res, 16(2), 447-483. https://doi.org/10.1007/s12187-022-09990-w
Kapetanovic, S., & Skoog, T. (2021). The role of the family's emotional climate in the links between parent-adolescent communication and adolescent psychosocial functioning. Res Child Adolesc Psychopathol, 49(2), 141-154. https://doi.org/10.1007/s10802-020-00705-9
Kord, B. (2018). The relationship between achievement goals and academic success: the investigation of mediating role of academic self-efficacy. Iranian Journal of Learning and Memory, 1(2), 45-51. https://doi.org/10.22034/iepa.2018.83704
Li, R., Che Hassan, N., & Saharuddin, N. (2023). Psychological capital related to academic outcomes among university students: A systematic literature review. Psychol Res Behav Manag, 16, 3739-3763. https://doi.org/10.2147/prbm.S421549
Liu, D., & Du, R. (2024). Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling. Frontiers in Psychology, 15, 1351912. https://doi.org/10.3389/fpsyg.2024.1351912
Luebbe, A. M., & Bell, D. J. (2014). Positive and negative family emotional climate differentially predict youth anxiety and depression via distinct affective pathways. J Abnorm Child Psychol, 42(6), 897-911. https://doi.org/10.1007/s10802-013-9838-5
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Miki, K., & Yamauchi, H. (2005). Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies. Shinrigaku Kenkyu, 76(3), 260-268. https://doi.org/10.4992/jjpsy.76.260
Mishra, S., & Shanwal, V. K. (2014). Role of family environment in developing self-efficacy of adolescents. Integrated Journal of Social Sciences, 1(1), 3. https://www.pubs.iscience.in/journal/index.php/ijss/article/view/149
Mohammadi, N., Ebrahimi Ghavam, S., & Dortaj, F. (2022). Modeling academic emotions based on the quality of parent-child relationships mediated by the psychological capital. Iranian Journal of Learning and Memory, 4(16), 7-18. https://doi.org/10.22034/iepa.2022.147358
Mohsenabadi, H., Fathi-Ashtiani, A., & Ahmadizadeh, M. J. (2022). Psychometric properties of the Persian version of the psychological capital questionnaire-24 (PCQâ24) in a Military Unit. Journal of Military Medicine, 23(9), 738-749. https://doi.org/10.30491/JMM.23.9.738
Moradi, M., Soleimani, A., Shahabzadeh, S., Sabaghian, H., & Dehghanizadeh, M. (2016). Testing for the factor structure and measurement of internal consistency of the Iranian version of academic well-being questionnaire. Quarterly of Educational Measurement, 7(26), 123-148. https://doi.org/10.22054/jem.2017.476.1018
Ouyang, Y., Ding, D., & Xu, X. (2022). Problem behaviors of adolescents: The role of family socioeconomic status, parental educational expectations, and adolescents' confidence in the future. Int J Environ Res Public Health, 19(23). https://doi.org/10.3390/ijerph192315442
Rezayi, A., Jahan, F., & Rahimi, M. (2016). Academic performance: The role of achievement goals and achievement motivation. Educational Psychology, 12(42), 155-171. https://doi.org/10.22054/jep.2016.7387
Rusticus, S. A., Wilson, D., Jarus, T., O'Flynn-Magee, K., & Albon, S. (2022). Exploring student perceptions of the learning environment in four health professions education programs. Learn Environ Res, 25(1), 59-73. https://doi.org/10.1007/s10984-021-09349-y
Saberi Fard, F., & Hajiarbabi, F. (2019). The relationship between family emotional climate with emotional self-regulation and resilience in university’s students. Shenakht, 6(1), 49-63. https://doi.org/10.29252/shenakht.6.1.49
Samari Safa, J., & Poordel, M. (2022). Developing an academic burnout model based on family emotional climate, psychological capital, purposefulness, procrastination and academic involvement of graduate students. Counseling Culture and Psycotherapy, 13(49), 131-162. https://doi.org/10.22054/qccpc.2021.58418.2628
Tang, L., & Zhu, X. (2024). Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology, 14, 1332909. https://doi.org/10.3389/fpsyg.2023.1332909
Tian, L., Yu, T., & Huebner, E. S. (2017). Achievement goal orientations and adolescents' subjective well-being in school: The mediating roles of academic social comparison directions. Front Psychol, 8 (37). https://doi.org/10.3389/fpsyg.2017.00037
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305. https://doi.org/https://doi.org/10.1016/j.lindif.2012.01.002
Widlund, A., Tuominen, H., & Korhonen, J. (2018). Academic well-being, mathematics performance, and educational aspirations in lower secondary education: Changes within a school year. Front Psychol, 9, 297. https://doi.org/10.3389/fpsyg.2018.00297
Yang, S., & Wang, W. (2022). The role of academic resilience, motivational intensity and their relationship in EFL learners' academic achievement. Frontiers in Psychology, 12, 823537. https://doi.org/10.3389/fpsyg.2021.823537
Yousefi, N., & Pariyad, M. (2020). The relationship between family emotional climate and epistemological beliefs with academic performance among fourth year high school students in Bukan. Journal of School Psychology, 9(3), 307-324. https://doi.org/10.22098/jsp.2020.1078
Yu, J., Wang, Y., Tang, X., Wu, Y., Tang, X., & Huang, J. (2021). Impact of family cohesion and adaptability on academic burnout of Chinese college students: Serial mediation of peer support and positive psychological capital. Front Psychol, 12, 767616. https://doi.org/10.3389/fpsyg.2021.767616
Yu, X., Wang, X., Zheng, H., Zhen, X., Shao, M., Wang, H., & Zhou, X. (2023). Academic achievement is more closely associated with student-peer relationships than with student-parent relationships or student-teacher relationships. Frontiers in Psychology, 14. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1012701
Zhao, N., Zhai, Y., Chen, X., Li, M., Li, P., Ye, K., & Wen, H. (2020). Psychometric properties of achievement goal constructs for Chinese students. Front Psychol, 11, 531568. https://doi.org/10.3389/fpsyg.2020.531568
Zhong, J., Wen, J., & Li, K. (2023). Do achievement goals differently orient students' academic engagement through learning strategy and academic self-efficacy and vary by grade? Psychol Res Behav Manag, 16, 4779-4797. https://doi.org/10.2147/prbm.S424593