بابائی منقاری، محمدمهدی.، زاهد بابلان، عادل.، معینی کیا، مهدی.، یوسفی، عاطفه. (1395). رابطه ساده و چندگانه راهبردهای شناختی و مدیریت زمان با اضطراب امتحان دانش آموزان متوسطه. رویش روان شناسی. ۵ (۳) :۱۲۰-۱۰۷.
حسینی، میترا.، سامانی، سیامک .(1391). ارتباط ابعاد کارکرد خانواده و خودتنظیمی فرزندان. نشریه خانواده پژوهی. 8 (31): 305-317.
خانجانی، زینب.، اسماعیلی انامق، بهمن.، غلام زاده، مجتبی .(1391). نقش شیوه‌های فرزند پروری در پیش بینی افکار اضطرابی و علایم وسواسی فکری و عملی نوجوانان. مجله دانشگاه علوم پزشکی شهید صدوقی یزد. 20 (1): 39-48.
رسولی، رویا.، علی پور، زینب.، تقی پور، ابراهیم. (1397). «اثربخشی راهبردهای یادگیری شناختی بر اضطراب امتحان و عملکرد مدرسه دانش آموزان». مجله بین‌المللی پژوهشهای تربیتی و روانشناختی. 4 (1): 20- 35.
سامانی، سیامک.، بهبهانی، مینا.(1391). "الگوی ارتباطی در انواع خانواده در فرآیند خانواده و مدل محتوا." دوسالانه مشاوره کاربردی. 2(1): 119-134.
عابدی، احمد.، بلوک، شهرزاد.، آقایی، اصغر.، شوشتری، مژگان .(1392). هنجاریابی پرسش نامه راهبردهای شناختی و فراشناختی داوسون و مک اینری بر روی دانش آموزان دوره متوسطه شهر اصفهان. نشریه علمی پژوهشی. 4 (14): 41-70.
فرخی، حسین.، کرمی، امیر.، میردریکوند، فضل اله .(1397). تاثیر آموزش راهبردهای فراشناختی در بهبود پیشرفت تحصیلی و کاهش اضطراب امتحان دانشجویان پرستاری. مرکز مطالعات و توسعه آموزش علوم پزشکی یزد. 13 (1): 31-42.
کمالی، سمیه.، ابوالمعالی الحسینی، خدیجه. (1395). پیش‌بینی راهبردهای تنظیم شناختی هیجان بر اساس فرایندهای ارتباطی خانواده و کمال‌گرایی در دختران نوجوان دبیرستانی فصلنامه روان شناسی کاربردی. 14 (4): 291-310.
کورش نیا، مریم.، لطیفیان، مرتضی. (1386). بررسی روایی و پایایی ابزار تجدیدنظر شده الگوهای ارتباطات خانواده. خانواده پژوهی. 3 (4): 31-52.
نجمی، سیدبدالدین.، فیضی، آوات .(1390). بررسی رابطه ساختاری کارکرد خانواده و عزت نفس با پیشرفت تحصیلی در دختران دبیرستانی. نشریه پژوهشهای نوین روانشناختی. 3 (22): 97-120.
یوسفی، ناصر.، امانی، احمد.، حسینی، صالح .(1395). بررسی رابطه بین عملکرد خانواده و اضطراب امتحان، با نقش واسطه‌ای تمایز یافتگی در دانش آموزان. نشریه روانشناسی مدرسه. 5 (4): 52-74.
References
Abedi, A., Blouk, S., Aghaee, A., & Shoushtari, M. (2013). Investigate standardization، of cognition and metacognition strategies questionnaire of McInroy and Dawson on Junior high school students of Isfahan city. Science-Research, 14(4), 169-186.
Babaei Menghari, M. M., Zahed, A., Moeini Kia, M., & Yousefi, A. (2016). Simple and multiple Relation Cognitive strategies and time management with exam anxiety high school students. Rooyesh-e-Ravanshenasi Journal (RRJ), 5(3), 107-120.
Baker, L. (1984). Metacognitive skills and reading. Handbook of reading research.
Bornstein, M. H., Suwalsky, J. T., & Breakstone, D. A. (2012). Emotional relationships between mothers and infants: Knowns, unknowns, and unknown unknowns. Development and psychopathology, 24(1), 113-123.
Cheraghian, B., Fereidooni-Moghadam, M., Baraz-Pardejani, S., & Bavarsad, N. (2008). Test anxiety and its relationship with academic performance among nursing students. Knowledge & Health, 3(3-4), 25-9.
Corno, L. (1989). Self-regulated learning: A volitional analysis. In Self-regulated learning and academic achievement (pp. 111-141). Springer, New York, NY.
Crişan, C., Albulescu, I., & Copaci, I. (2014). The Relationship between Test Anxiety and Perceived Teaching Style. Implications and Consequences on Performance Self-evaluation. Procedia-Social and Behavioral Sciences, 142, 668-672.
Dowson, M., & McInerney, D. M. (2004). The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and psychological measurement, 64(2), 290-310.
Everson, H. T., Smodlaka, I., & Tobias, S. (1994). Exploring the relationship of test anxiety and metacognition on reading test performance: A cognitive analysis. Anxiety, Stress and Coping, 7(1), 85-96.
Farokhi, H., Karami, A., & Mir Drikvand, F. (2018). The effect of teaching metacognitive strategies on improving academic achievement and reducing test anxiety in nursing students. The Journal of Medical Education and Development, 13(1), 31-41.
Flavell, J.H, Miller, P.,H. (1998). Social cognition. Handbook of child psychology: Volume 2: Cognition, perception, and language. Hoboken, NJ, US: John Wiley & Sons Inc; 851-98.
Ghaleb, A. B., Ghaith, S., & Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073.
Guadagnoli, E., Velicer, W,F. (1988). Relation of sample size to the stability of component patterns. Psychol Bull. 1988;103(2):265-75.
Hitches, E., Woodcock, S., & Ehrich, J. (2022). Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open, 3, 100124.
Hong, E. (2020). Metacognition. In: Pritzker S, Runco M, editors. Encyclopedia of Creativity (Third Edition). Oxford: Academic Press. 140-5.
Hosseini, M., & Samani, S. (2012). A study of the relationship between the family function dimensions and self-regulation in children. Journal of Family ResearcH, 8(3), 305-317.
Huntley, C. D., Young, B., Smith, C. T., & Fisher, P. L. (2020). Uncertainty and test anxiety: Psychometric properties of the Intolerance of Uncertainty Scale–12 (IUS-12) among university students. International Journal of Educational Research, 104, 101672.
Isgör, I. Y. (2016). Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being. Journal of Education and Training Studies, 4(9), 35-42.
Jaušovec, N. (2011). Metacognition. In: Runco MA, Pritzker SR, editors. Encyclopedia of Creativity (Second Edition). San Diego: Academic Press; 107-12.
Kamali Igoli, S., & Abolmaali Alhoseini, K. (2017). Predicting cognitive emotion regulation strategies according to family communication processes and perfectionism in high school adolescent girls. Journal of Applied Psychology, 10(4), 291-310.
Khanjani, Z., ESMAEILI, A. B., & Gholamzadeh, M. (2012). The role of parenting styles in predicting anxiety thoughts and obsessive compulsive symptoms in adolescents.
Koerner, A. F., & Fitzpatrick, M. A. (1997). Family type and conflict: The impact of conversation orientation and conformity orientation on conflict in the family. Communication Studies, 48(1), 59-75.
Koroshnia, M., & Latifian, M. O. R. T. E. Z. A. (2008). An investigation on validity and reliability of revised family communication patterns instrument. Journal of Family Research, 3(12), 855-875.
Lindsay, P. H., & Norman, D. A. (2013). Human information processing: An introduction to psychology. Academic press.
Linwood, A, S. (2006). Parent–child Relationships. In: Krapp K, Wilson J, editor. The Gale encyclopedia of children’s health: infancy through adolescence. Detroit: Gale.
McGuire, S. Y. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Stylus Publishing, LLC.
Mohammadi, Y., Kazemi, S., Tahan, H., & Lalozaee, S. (2017). Relationship between metacognitive learning strategies, goal orientation, and test anxiety among students at Birjand university of medical sciences. Journal of Medical Education, 16(1).
Najmi, S. B., & Feizi, A. (2011). Study on Structural Relation of Family Functioning and Self Esteem with Academic Achievement in Female High School Students.
Norman, D. A. (Ed.). (2013). Models of human memory. Elsevier.
Núñez-Peña, M. I., Suárez-Pellicioni, M., & Bono, R. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Procedia-Social and Behavioral Sciences, 228, 154-160.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98.
Parviz, K., & Sharifi, M. (2011). Relationship between cognitive and metacognitive strategies and educational success in urban and rural high school students. Educ Strategy Med Sci, 4(1), 1-6.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
Putwain, D., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554-570.
Rasouli, R., Alipour, Z. M., & Ebrahim, T. P. (2018). Effectiveness of cognitive learning strategies on test anxiety and school performance of students. International Journal of Educational and Psychological Researches, 4(1), 20.
Ritchie, L. D., & Fitzpatrick, M. A. (1990). Family communication patterns: Measuring intrapersonal perceptions of interpersonal relationships. Communication research, 17(4), 523-544.
Saif, A. A. (2019). Modern Educational Psychology: Learning and Education Psychology. Tehran.
Samani, S., & Behbahani, M. (2012). Communication Pattern in Different types of Family in Family Process and Content Model. Biannual Journal of Applied Counseling, 1(2), 119-134.
Schunk, D, H.(2011). Learning Theories: An Educational Perspective United Kingdom: Pearson.
Seo, D., & Taherbhai, H. (2009). Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: A Korean elementary school example. Asia Pacific Education Review, 10(2), 193-203.
Soliemanifar, O., & Behroozi, N. (2015). Role of personality traits, learning styles and metacognition in predicting critical thinking of undergraduate students. Education Strategies in Medical Sciences, 8(1), 59-67.
Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary educational psychology, 21(4), 345-362.
Whitton, D. (2015). Teaching and learning strategies. Cambridge University Press.
Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL, 15, 10850.
Yosefi, N., Amani, A., & Hosseini, S. (2017). A study of the relationship between family function and test anxiety and the mediating role of differentiation among students. Journal of School Psychology, 5(4), 52-74.
Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement, 1-36.
)