بیرانوند،کلثوم (۱۳۹۶). رابطۀ خودکارآمدی تحصیلی، تابآوری تحصیلی و خودنظم‌دهی فراشناختی با اهمالکاری تحصیلی دانش‌آموزان. پایان‌نامه کارشناسی‌ارشد، دانشگاه محقق اردبیلی.
جوکار، بهرام و دلاورپور، محمدآقا(۱۳۸۷). رابطه تعلل‌ورزی آموزشی با اهداف پیشرفت. اندیشه‌های نوین تربیتی، ۳(۴و۳). 61-80.
حسینی‌نسب، سید‌داود و رامشه، سید‌محمد‌حسین (1379). بررسی ارتباط بین مؤلفه های یادگیری خود‌نظم داده شده با هوش. علوم اجتماعی و انسانی دانشگاه شیراز، 30(15). 96-85.
رمضانی، ملیحه؛ خامسان، احمد و راستگومقدم، میترا (1397). رابطۀ بین حمایت اجتماعی ادراک شده از سوی معلم و درگیری تحصیلی: نقش واسطهای خودتنظیمی. نوآوری‌های آموزشی، 17(4): 124-107.
فتحی زادان، اعظم و تجری، طیبه (1400). اثربخشی آموزش راهبردهای یادگیری خودتنظیم بر اهمالکاری تحصیلی و خودشفقت‌ورزی دانش‌آموزان شرکت‌کننده در المپیاد ورزشی، مطالعات روانشناسی ورزشی، 10(37)، 29-52.
فروغی‌پردنجانی، بهروز و شریفی، علی اکبر (1399). پیشبینی اهمالکاری تحصیلی بر اساس مؤلفههای خود ناهم‌‌خوانی و تابآوری تحصیلی. یادگیری آموزشگاهی و مجازی، 8 (2)، 92-83.
گل‌محمدنژاد‌بهرامی، غلامرضا؛ یاریقلی، بهبود و مدبرقشلاق، سولماز (1399). راﺑﻄۀ ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﻣﺪﯾﺮﯾﺖ زﻣﺎن ﺑﺎ اﻫﻤﺎلﮐﺎری ﺗﺤﺼﯿﻠﯽ در بین دانش‌آموزان دورۀ متوسطۀ دوم. روان شناسی مدرسه و آموزشگاه، 9 (3)، 198-181.
بشارت، محمدعلی؛ فرهمند، هادی و غلامعلی‌لواسانی، مسعود (1397). نقش واسطهای اهمالکاری در رابطه بین آسیب‌های کمالگرایی و نشانه‌های افسردگی و اضطراب. روانشناسی تحولی:روانشناسان ایرانی، 4(55)، 247-235.
نوروزی, نسرین؛ محمدی‌پور، محمد و مهدیان، حسین (1400). رابطۀ جهتگیری هدف و اهمالکاری تحصیلی با فرسودگی تحصیلی با تأکید بر نقش میانجی خودتنظیمی تحصیلی در دانشجویان پرستاری. پژوهش پرستاری ایران، 16(2)، 69-78.
منظری‌توکلی, وحید (1399). فراتحلیل رابطه راهبردهای یادگیری خودتنظیمی و راهبردهای انگیزشی با عملکرد تحصیلی. روانشناسی تربیتی، 16(58)، 115-95.
سلمانی، منصور؛ خامسان، احمد و اسدی‌یونسی، محمدرضا (1396). نقش واسطهای باورهای انگیزشی در رابطۀ ادراک از جوّ کلاس و تعلل‌ورزی دانشجویان. روانشناسی تربیتی، 13(43)، 167-139.
سلطانی، زیبا؛ جمالی، نرگس؛ خجسته نیام، اعظم و درگاهی، شهریار(۱۳۹۵). نقش خودکارآمدی و تابآوری روانشناختی در تعلل‌ورزی تحصیلی دانشجویان. ماهنامه راهبردهای آموزش در علوم پزشکی، ۹(۴): 285-277
سلطانی‌نژاد، مهرانه؛ آسیایی، مینا؛ ادهمی، بیانه و توانایی‌یوسفیان، سمیرا (۱۳۹۳). بررسی شاخص‌های روان‌سنجی پرسش‌نامۀ تابآوری تحصیلی. اندازه‌گیری تربیتی، ۵(۱۵) ۳۴-۱۷.
سلطانی زاده، محمد؛ مرتضویان، سارا و لطیفی، زهره ( 1402). پیشبینی اهمالکاری تحصیلی براساس تابآوری تحصیلی، عدم تحمل بلاتکلیفی، کمالگرایی مثبت و منفی: نقش واسطهای اجتناب تجربه‌‌ای. مطالعات روانشناسی تربیتی، 20(51)، 67-49.
Abdi Zarrin, S., & Gracia, E. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory and Practice, 20(3), 34-43.
Attia, N., &Abdelwahid, A. (2020). Grit, Self-regulation and self-efficacy as predictors of academic procrastination among nursing students. International Journal of Nursing Education,12(1), 130-135.
Balkis, M., & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers, and its relationship with demographics and individual preferences. Journal of Theory & Practice in Education (JTPE),5 (1), 51-72.
Balkis, M., & Duru, E. (2019). Procrastination and rational/irrational beliefs: A moderated mediation model. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37)17), 299-315.
Besharat, M. A., Farahmand, H., &Gholamali Lavasani, M. (2018). The Mediating Role of Procrastination in the Relationship between Perfectionism Pathologies and Depression/Anxiety Symptoms. Journal of Developmental Psychology Iranian Psychologists, 55(14), 235-24.[In Persian]
Beutel, M. E., Klein, E. M., Aufenanger, S., Brähler, E., Dreier, M., Müller, K. W., ... & Wölfling, K. (2016). Procrastination, distress and life satisfaction across the age range–a German representative community study. PloS one, 11(2), e0148054.
Beyranvand, K.(2017). The relationship between academic self-efficacy, academic resilience and metacognitive self-regulation with students' academic procrastination. Master’s thesis, Mohaghegh Ardabili University . [In Persian]
Bouman, T. K., & Meijer, K. J. (1999). A preliminary study of worry and metacognitions in hypochondriasis. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 6(2), 96-101.
Cabrera-Padilla, R. Y., Albuquerque, M., Figueiredo, R. T., Fricks, A. T., Franceschi, E., Lima, A. S., ... & Soares, C. M. (2013). Immobilization and characterisation of a lipase from a new source, Bacillus sp. ITP-001. Bioprocess and biosystems engineering, 36, 1385-1394.
Cahyani, L. M., Kristiani, K., & Sabandi, M. (2023). The phenomenon of academic procrastination during the Covid-19 pandemic influenced by academic resilience and social support. Pegem Journal of Education and Instruction, 13(1), 41-49.
Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients. Drug and alcohol dependence, 113(1), 13-20.
Eisenbeck, N., Carreno, D. F., & Uclés-Juárez, R. (2019). From psychological distress to academic procrastination: Exploring the role of psychological inflexibility. Journal of Contextual Behavioral Science, 13, 103-108.
Ersoy, M. E. D. E. (2016). Examining the Relationship of Social Skills, Problem Solving and Bullying in Adolescents. International Online Journal of Educational Sciences, 8)1),18-32.
Fathizadan, Azam &Tajari, Tayyebeh. (2021). The Effectiveness of Teaching Self-Regulatory Learning Strategies on Academic Procrastination and Self-Compassion of Student Athletes Participating in Sport Olympiad. Sport Psychology Studies, 10(37), 29-52.[In Persian]
Foroughi Pordanjani, B &Sharifi, A. (2021). Predicting Academic Procrastination on the basis of the Components of Self-Discrepancies and Academic Resilience. Research in School and Virtual Learning, 8(2), 83-92.[In Persian]
Golmohammad Nazhad Bahrami, Gh;Yarigholi, B &Modabber Gheshlagh, S. (2020). The relationship of self-regulation and time management with second period high school students’ educational procrastination. Journal of School Psychology, 9(3), 181-198.[In Persian]
Graf, R., Zeldovich, M., & Friedrich, S. (2024). Comparing linear discriminant analysis and supervised learning algorithms for binary classification—A method comparison study. Biometrical Journal, 66(1), 2200098.
Hosseini Nasab , S.D,. & Ramshe,S. M.(2000). The relationship between self-regulation learning and intlegence. Juornal of Sociology and Humanitise Science, 30(15).85-96.[In Persian]
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual differences, 43(1), 167-178.
Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia-Social and Behavioral Sciences, 5, 1897-1904.
Hwang, E., & Shin, S. (2018). Characteristics of nursing students with high levels of academic resilience: A cross-sectional study. Nurse education today, 71, 54-59.
Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292.
Jokar, Bahram and Delavarpour, Mohammad Agha. (2008). The relationship between educational procrastination and achievement goals. New Thoughts on Education, 3(3&4), 61-80. .[In Persian]
Lent, R. W., do Céu Taveira, M., Sheu, H. B., & Singley, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of vocational behavior, 74(2), 190-198.
Loeffler, S. N., Stumpp, J., Grund, S., Limberger, M. F., & Ebner-Priemer, U. W. (2019). Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment. Learning and Individual Differences, 75(31), 101760.
Manzari Tavakoli, V. (2020). Meta-analysis of the relationship between self-regulated learning strategies with academic achievement. Educational Psychology, 16(58), 95-115.[In Persian]
Martin, A, J. & Marsh, H.(2014). Academic Resilience and Its Psychological and Educational Correlations: A Construct Validity Approach. Psychology in the School, 43(3), 267-281.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Martin, A. J., & Marsh, H. W.(2003). Academic resilience and the four Cs: Confidence, Control, Composure and Commitment. NZARE/AARE. Auckland: Australian Association for research in education.
Mwangi, C. N., Okatcha, F. M., Kinai, T. K., & Ireri, A. M. (2015). Relationship between academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. International Journal of School and Cognitive Psychology ,5(2),25-42.
Norouzi, N., Mohammadipour, M., &Mehdian, H. (2021). Relationship between goal orientation and academic procrastination with academic burnout with emphasis on the mediating role of academic self-regulation in nursing students [Nursing Education]. Iranian Journal of Nursing Research, 16(2), 69-78 .[In Persian]
Öksüz, Y., & Güven, E. (2014). The relationship between psychological resilience and procrastination levels of teacher candidates. Procedia-Social and Behavioral Sciences, 116, 3189-3193.
Onder, F. C., &Yildirım, S. Y. (2018). The Role of Resilience on Academic Procrastination in High School Students. , The Journal of International Social Research.,11(57),381-387.
Pintrich, P.R., & DeGroot, E.V.(1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40
Ramazāni, M., Khāmesan, A., & Rāstgoumoghadam, M. (2019). The relationship between the perceived social support from teacher and academic engagement: The mediating role of academic self-regulation. Journal of Educational Innovations, 17(4), 107-124. [In Persian]
Salmani, M., Khamesan, A., &Asadi Younesi, M. R. (2017). Mediating Role of Motivational Beliefs on Relationship between Perception of Classroom Climate and Procrastination in Students. Educational Psychology, 13(43), 141-169.[In Persian]
Samuels, W.E. (2004). Development of a non-intelective measure of academic success:towards the quantification of resiliency. Forme https://www.proquest.com.
Schunk, D. H. &Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational psychologist, 32(4), 195-208.
Shin, Y.J. &Kelly, K. R. (2015). Resilience and decision‐making strategies as predictors of career decision difficulties. The Career Development Quarterly, 63(4), 291-305.
Solomon, L. J. & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitivebehavioral correlates, Journal of Counseling Psychology, 31, 503–509
Solomon, L., & Rothblum, E.(1984). Academic Procrastination: Frequency and Cognitive-Behavioral Correlates. Journal of counseling psychology, 503-509.
Soltani, Z., Jamali, ., Khojasteniam, A., & Dargahi, S. (2016). The role of self-efficacy and psychological resiliency in academic procrastination of students. Educ Strategy Med Sci, 9(4), 277-285.[In Persian]
Soltaninejad, M., Asiabi, M., Ahmdi,B., &Tavanaiee Yosefian, S. (2014). A Study of the Psychometric Properties of the Academic Resilience Inventory (ARI). Quarterly of Educational Measurement, 4(15), 17-35.[In Persian]
Soltanizadeh, M., Mortazavian, S., &Latifi, Z. (2023). Predicting academic procrastination based on academic resilience, intolerance of uncertainty, positive and negative perfectionism: The mediating role of experiential avoidance. Journal of Educational Psychology Studies,20(51), 67-49 .[In Persian]
Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65-72.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46.
Torsney, B. M., & Symonds, J. E. (2019). The professional student program for educational resilience: Enhancing momentary engagement in classwork. The Journal of Educational Research, 112(6), 676-692.
Warne, R.T. (2014). A primer on multivariate analysis of variance (MANOVA) for behavioral scientists. Practical Assessment, Research & Evaluation, 19.
Winfield, L. F. (1994). Developing resilience in urban youth. North Central Regional Educational Laboratory Oak Brook, IL.
Wolters, C. A., &Brady, A. C. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 1(33),1319-1351.
Zacks, S., &Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. Journal of prevention & intervention in the community, 46(2), 117-130.
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary educational psychology, 39(2), 145-155.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners. American Psychological Association (APA).
)