1. Abolmaali, K., Rashedi, M., & Ajilchi, B. (2014). Explanation of academic achievement based on personality characteristics psycho-social climate of the classroom and students’ academic engagement in mathematics. Open Journal of Applied Sciences, 4 (5), 225-233. DOI:10.4236/ojapps.2014.45022
2. AminAbadi, Z., Khodapanahi, M.K., & Dehghani, M. (2011). Examining the mediating role of cognitive emotion regulation in the relationship between perceived parenting style dimensions and academic achievement. International Journal of Behavioral Sciences, 5(2), 109-117. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=138151
3. Asadi, E., Javidi, H. A., & Ghasemi, N. (2015). The relationship between adolescent-parent conflict, and resiliency with adolescent psychological problems Second and third level education in four areas of the city Shiraz. Journal of Psychological Studies, 11(1), 75-96. 10.22051/PSY.2015.1794
4. Asher, S. R., Hymel, S., & Renshaw, P. D. (1984). Loneliness in children. Child development, 1456-1464. https://doi.org/10.2307/1130015
5. Azadian Bojnordi, M., Bakhtiarpour, S., Makvandi, B., & Ahteshamzadeh, P. (2019). Considering the Mediating Role of Academic Achievement Anxiety in Relationship between parental psychological control and academic engagement in Applicants for university entry. Counseling Culture and Psychotherapy, 10(40), 113-132. 10.22054/QCCPC.2019.46236.2210
6. Bahrami, S., & Bakhtiarporr, S. (2017). The relationship between parent-child conflict and family emotional conditions with academic performance in the first period high school students in Karun City. Journal of Social Psychology, 5 (43), 45-53. https://journals.iau.ir/article_533246.html
7. Bjureberg, J., Ljótsson, B., Tull, M. T., Hedman, E., Sahlin, H., Lundh, L.-G., . . . Gumpert, C. H. (2016). Development and validation of a brief version of the difficulties in emotion regulation scale: the DERS-16. Journal of Psychopathology and Behavioral Assessment, 38(2), 284-296. https://doi.org/10.1007/s10862-015-9514-x
8. Coleman, J. S. (2018). Parents, their children, and schools. New York: Taylor & Francis. (Google Scholar)
9. Datu, J. A. D., & King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100-110. https://doi.org/10.1016/j.jsp.2018.05.007
10. Dibaji foroshani, F. S., Emamipur, S., & Mohammadi, Gh. (2007). The relationship between marital satisfaction and parents' conflict resolution strategies with children's academic progress. Psychological Research Quarterly, 1(1), 57-68. https://www.sid.ir/fa/journal/ViewPaper.aspx?ID=150881.
11. Eisenberg, N., & Morris, A. S. (2002). Children's emotion-related regulation. In R Kail Ed., Advanced in Child Development and Behavior. Amsterdam: Academic Press; 30, 189-229. https://psycnet.apa.org/record/2003-02423-005
12. Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: their role in predicting quality of social functioning. Journal of personality and social psychology, 78(1), 136-157. https://doi.org/10.1037/0022-3514.78.1.136
13. Fallahi, V., Narimani, M., & Atadokht, A. (2021). Psychometric Properties of the Difficulties in Emotion Regulation Scale Brief Form (Ders-16): in Group of Iranian Adolescents. SSU_Journals, 29(5), 3721-3735. URL: http://jssu.ssu.ac.ir/article-1-5091-fa.html
14. Fine, M. A., Moreland, J. R., & Schwebel, A. I. (1983). Long-term effects of divorce on parent–child relationships. Developmental psychology, 19(5), 703-713. https://doi.org/10.1037/0012-1649.19.5.703
15. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1098/rstb.2004.1512
16. Glozah, F. N., & Pevalin, D. J. (2014). Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis. Journal of adolescence, 37(4), 451-460. https://doi.org/10.1016/j.adolescence.2014.03.010
17. Gremmen, M. C., Van den Berg, Y. H., Steglich, C., Veenstra, R., & Dijkstra, J. K. (2018). The importance of near-seated peers for elementary students' academic engagement and achievement. Journal of Applied Developmental Psychology, 57, 42-52. https://doi.org/10.1016/j.appdev.2018.04.004
18. Gross, J. J., & Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology: An affective science perspective. Clinical psychological science, 2(4), 387-401. https://doi.org/10.1177/2167702614536164
19. Hagmann, J. (1995). Parent-child communication clarity, children's academic achievement, and psychosocial functioning: A study of inner-city African-American families. https://www.elibrary.ru/item.asp?id=5663469
20. Hajizadeh, K., Rafiepoor, A., & Samavi, S. A. (2017). Evaluation of the psychometric properties of the academic engagement questionnaire among high school students. Quarterly of Educational Measurement, 6 (24), 83-102. 10.22054/JEM.2017.17317.1445
21. Javani, L., Shariatmadar, A. & Farokhi, N. (2016). Study on the relationship between child-parent conflict and students’ academic self-concept with their life satisfaction. Journal of Counseling Research, 14 (56), 25-44. URL: http://irancounseling.ir/journal/article-1-51-fa.html
22. Kline, R. B. (2015). Principles and practice of structural equation modeling: Guilford publications. https://books.google.com/books?hl=en&lr=&id=Q61ECgAAQBAJ&oi=fnd&pg=PP1&dq=Kline,+R.+B.+(2015).+Principles+and+practice+of+structural+equation+modeling:+Guilford+publications.&ots=jFkh-xzfnn&sig=zuZ_D9P75OFoyy5Pr_-cxSvHX6g#v=onepage&q=Kline%2C%20R.%20B.%20(2015).%20Principles%20and%20practice%20of%20structural%20equation%20modeling%3A%20Guilford%20publications.&f=false
23. Koob, G. F. (2017). Antireward, compulsivity, and addiction: seminal contributions of Dr. Athina Markou to motivational dysregulation in addiction. Psychopharmacology, 234(9), 1315-1332. https://doi.org/10.1007/s00213-016-4484-6
24. Kumar, S. A., & Mattanah, J. F. (2018). Interparental conflict, parental intrusiveness, and interpersonal functioning in emerging adulthood. Personal Relationships, 25(1), 120-133. https://doi.org/10.1111/pere.12231
25. Lawson, C., Salter, A., Hughes, A., & Kitson, M. (2019). Citizens of somewhere: Examining the geography of foreign and native-born academics’ engagement with external actors. Research Policy, 48(3), 759-774. https://doi.org/10.1016/j.respol.2018.11.008
26. Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 104946. https://doi.org/10.1016/j.childyouth.2020.104946
27. Lindfors, P., Minkkinen, J., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils. International Journal of adolescence and Youth, 23(3), 368-381. https://doi.org/10.1080/02673843.2017.1389758
28. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). TARGET ARTICLES:" Emotional Intelligence: Theory, Findings, and Implications". Psychological Inquiry, 15(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02
29. Metzger, I. W., Cooper, S. M., Griffin, C. B., Golden, A. R., Opara, I., & Ritchwood, T. D. (2020). Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents. Journal of School Psychology, 82, 36-48. https://doi.org/10.1016/j.jsp.2020.07.001
30. Mohebi Nooredinvand, M. H., Shehni Yeilagh, M., & Sharifi, H. P. (2014). The relationship of psychological capital (hope, optimism, resiliency, and self-efficacy) with the achievement goals and academic performance of the first-year students. Research in Curriculum Planning, 11(40), 61-79. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=208902
31. Ozmete. E., & Bayoglu, A. S. (2009). Parent- young adult conflict: A measurement on frequency and intensity of conflict issues. Journal of international social research, 2(8), pp. 313-322. http://www.sosyalarastirmalar.com/cilt2/sayi8pdf/ozmete_bayoglu.pdf
32. Perkmann, M., Salandra, R., Tartari, V., McKelvey, M., & Hughes, A. (2021). Academic engagement: A review of the literature 2011-2019. Research policy, 50(1), 104114. https://doi.org/10.1016/j.respol.2020.104114
33. Pollock, N. C., McCabe, G. A., Southard, A. C., & Zeigler-Hill, V. (2016). Pathological personality traits and emotion regulation difficulties. Personality and Individual Differences, 95, 168-177. https://doi.org/10.1016/j.paid.2016.02.049
34. Poursharifi, H., Babapour, J., Aliloo, M. M., Khanjani, Z., & Zeinali, S. (2021). Designing and testing a child anxiety model based on child and parent variables. Journal of Family Psychology, 4(1), 17-28. https://www.ijfpjournal.ir/article_245522.html
35. Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary educational psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
36. Rezaei, Z., Akbari, M., Ahmadian, H., & Yarahmadi, Y. (2021). Modeling of Behavioral Problems Based on Parent-Child Conflicts and Family Processes. Middle Eastern Journal of Disability Studies, 11 (56), 1-11. URL: http://jdisabilstud.org/article-1-2435-fa.html
37. Rothstein, J. (2010). Teacher quality in educational production: Tracking, decay, and student achievement. The Quarterly Journal of Economics, 125(1), 175-214. https://doi.org/10.1162/qjec.2010.125.1.175
38. Ruhland, D., Gold, M., & Feld, S. (1978). Role problems and the relationship of achievement motivation to scholastic performance. Journal of educational psychology, 70(6), 950-959. https://doi.org/10.1037/0022-0663.70.6.950
39. Ruiz-Aranda, D., Salguero, J. M., & Fernandez-Berrocal, P. (2010). Emotional regulation and acute pain perception in women. The Journal of Pain, 11(6), 564-569. https://doi.org/10.1016/j.jpain.2009.09.011
40. Sanders, M. R., Markie‐Dadds, C., Turner, K. M., & Ralph, A. (2004). Using the Triple P system of intervention to prevent behavioral problems in children and adolescents. Handbook of interventions that work with children and adolescents: Prevention and treatment, 489-516. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q.
41. Sandhu, T., & Kapoor, S. (2013). Implications of personality types for emotional regulation in young women. Personality Types for Emotional Regulation, 1(4), 34-39. http://www.voiceofresearch.org/Doc/Mar-2013/Mar-2013_7.pdf
42. Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Cengage Learning. https://books.google.com/books?hl=en&lr=&id=qTgLAAAAQBAJ&oi=fnd&pg=PP1&dq=Shaffer,+D.+R.,+%26+Kipp,+K.+(2010).+Developmental+psychology:+Childhood+and+adolescence.+Belmont,+CA:+Wadsworth+Cengage+Learning.&ots=m731Hcenn2&sig=kIG9QG88XAcbfEHn27mOTgujzE4#v=onepage&q&f=false
43. Shafiabadi, A., & Naseri, Gh. (2014). Theories of counseling and psychotherapy. Tehran: Publications of the Academic Publishing Center. https://www.adinehbook.com/gp/product/9640102210
44. Shahmohammadi, N., & Mokhtari, M. (2018). Intermediary Role of Cognitive Emotion Regulation in Relation to Perceived Social Support with Academic Achievement of High School Students. Strategy for Culture, 11 (42), 181-205. https://www.sid.ir/fa/Journal/ViewPaper.aspx?ID=485878
45. Shams Esfanabad, H., Kakavand, A. R., & Torabi, Z. (2011). Assessment of the relationship among attachment styles and identity styles with general health and academic achievement of female pre-university school students in Qazvin city. Journal of New Thoughts on Education, 7(2), 107-129. https://www.sid.ir/Fa/Journal/ViewPaper.aspx?id=145652
46. Shehni-Yailagh, M., Azizimehr, A., & Maktabi, G. (2014). The causal relationship between covert and overt conflicts and school performance, mediated by parent-child relationship, antisocial behavior, and withdrawal/depression among high school students. Biannual Journal of Applied Counseling, 3(3), 1-16. https://jac.scu.ac.ir/article_10669.html
47. Spence, S., & Courbasson, C. (2012). The role of emotional dysregulation in concurrent eating disorders and substance use disorders. Eating behaviors, 13(4), 382-385. https://doi.org/10.1016/j.eatbeh.2012.05.006
48. Tull, M. T., Weiss, N. H., Adams, C. E., & Gratz, K. L. (2012). The contribution of emotion regulation difficulties to risky sexual behavior within a sample of patients in residential substance abuse treatment. Addictive behaviors, 37(10), 1084-1092. https://doi.org/10.1016/j.addbeh.2012.05.001
49. Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32. https://doi.org/10.1016/j.tate.2013.08.005
50. Werner, K., & Gross, J. J. (2010). Emotion regulation and psychopathology: A conceptual framework. https://psycnet.apa.org/record/2009-21674-001
51. Wiley, A. L., Siperstein, G. N., Forness, S. R., & Brigham, F. J. (2010). School context and the problem behavior and social skills of students with emotional disturbance. Journal of Child and Family Studies, 19(4), 451-461. https://doi.org/10.1007/s10826-009-9316-4
52. Yaacob, N. A., Osman, M. M., & Bachok, S. (2014). Factors influencing parents’ decision in choosing private schools. Procedia-Social and Behavioral Sciences, 153, 242-253. https://doi.org/10.1016/j.sbspro.2014.10.058
53. Younesi Sinaki, M., & Dolatshahee, B. (2019). Prediction of children’s behavioral problems based on mothers’ parenting styles, emotional expressiveness, emotional control, and ambivalence towards emotional expressiveness. Quarterly of Applied Psychology, 13(1), 7-31. 10.29252/APSY.13.1.7
54. Zabolli, P., Sanai Zakr, B., & Hamidi, M. A. (2004). Evaluating the usefulness of the psychodemonstrating method in improving the conflict resolution skills of mothers with first-year female students of high school in the second district of Tehran. Counseling Research & Developments, 4 (13), 81-98. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=26937
55. Zhang, Y., Qin, X., & Ren, P. (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in human behavior, 89, 299-307. https://doi.org/10.1016/j.chb.2018.08.018