امامی، م .،کرمی، ع. (1396). بررسی عملکرد دانشآموزان در یادگیری ریاضیات. مطالعات راهبردی علوم انسانی و اسلامی، 2(12)، 55-64.
امیری، ب.، قنبری، ب. ع.، و محمدیان، ح. ر. (۱۳۹۴). مقایسه اثربخشی شیوه گروهدرمانی شناختی-رفتاری، آموزش مهارتهای مطالعه و روش تلفیقی بر کاهش اضطراب امتحان. مطالعات تربیتی و روانشناسی دانشگاه فردوسی، ۶(۲)، ۵۵-۷۲.
داشته، ا.، نوریان، م.، و سمیعی، م. (۱۴۰۰). واکاوی تجربیات معلمان درباره موانع و مشکلات یادگیری درس ریاضی. مجله راهبردهای آموزش در علوم پزشکی، ۱۴(۶)، ۱۷۵-۱۸۵.
شیخالاسلامی، ع.، عزیزی، ز.، و هدایتجو، ف. (۱۴۰۵). نقش بهزیستی روانشناختی و بهزیستی معنوی در پیشبینی فرسودگی شغلی معلّمان دانشآموزان با اختلال یادگیری خاص.
ناتوانیهای یادگیری، ۱۵(۳)، 41-51.
[Doi:10.22098/jld.2026.19365.2313]
صادقی، آ. (1403). بررسی علتهای ضعف دانشآموزان در درس ریاضی و راههایی برای برطرف کردن آن.
سومین کنفرانس ملی مطالعات خانواده و مدرسه. بندرعباس.
https://civilica.com/doc/2222547
طهماسبی، ف. (1400). اثربخشی آموزش شناختی-رفتاری بر اضطراب سخنرانی و انعطافپذیری شناختی در دانشآموزان نوجوان.
هشتمین کنفرانس بینالمللی پژوهشهای نوین در روانشناسی، علوم اجتماعی، علوم تربیتی و آموزشی.
https://civilica.com/doc/1566452
فاضلی، م.، احتشامزاده، پ.، و هاشمی شیخشبانی، ا. (۱۳۹۳). اثربخشی درمان شناختی-رفتاری بر انعطافپذیری شناختی افراد افسرده. مجله اندیشه و رفتار، 9 (43)، 27 -32.
فصیحی، ر.، اسدی، ج.، حسنزاده، ر.، و درخشانپور، ف. (1397). اثربخشی درمان شناختی-رفتاری و درمان مبتنی بر پذیرش و تعهد بر باورهای غیرمنطقی دانشجویان پزشکی.
مجله دانشگاه علوم پزشکی گرگان، ۲۰(۴)، ۶۱-۶۸. [
http://goums.ac.ir/journal/article-1-3469-fa.html]
قرباننژاد، ع.، محمدیپور، م.، و سلیمانیان، ع. (۱۳۹۸). اثربخشی آموزش ذهنآگاهی بر باورهای هوشی و راهبردهای مطالعه در دانشجویان پسر. مجله جامعهشناسی آموزش و پرورش، ۲(۶)، ۶-۱۶.
عینی، س.، رستماوغلی، ز.، صالحی، م.، مهدیخانی، ا.، و حسینیپور دیزگاه، ش. (۱۴۰۴). تبیین رابطه اضطراب و درگیری تحصیلی در دانشآموزان دارای اختلال یادگیری خاص: آزمون یک مدل میانجیگری تعدیلشده با خودکارآمدی تحصیلی و حمایت والدین.
ناتوانیهای یادگیری، ۱۵(۱)، 28-38. [
Doi: 10.22098/jld.2025.18661.2293]
نظری، ا.، ساعد، ا.، فروغی، ع.، و خاکپور، س. (۱۴۰۲). اثربخشی درمان شناختی-رفتاری گروهی بر کمالگرایی: یک کارآزمایی بالینی تصادفی.
نشریه روانپرستاری، ۱۱(۶)، ۵۱-۶۰. [
Doi:10.22034/IJPN.11.6.7]
نریمانی، م.، جباری قوزلوجه، ع.، و شهریور، آ. (۱۴۰۴). اثربخشی آموزش مبتنی بر توسعه راهبرد خودتنظیمی بر بهبود خودکارآمدی، کنترل هیجان و انگیزه پیشرفت در دانشآموزان دارای اختلالات یادگیری.
ناتوانیهای یادگیری، ۱۴(۴)، 80-94. [
Doi: 10.22098/jld.2025.17297.2251]
نریمانی، م.، و صادقزاده بلیل، ن. (۱۴۰۳). مقایسه سبکهای تفکر و بهزیستی تحصیلی در دانشآموزان با و بدون ناتوانی یادگیری.
ناتوانیهای یادگیری، ۱۴(۱)، 74-66. [
Doi: 10.22098/jld.2024.14819.2159]
Abedi, H., Matinnia, N., & Yazdi-Ravandi, S. (2023). Investigating the effectiveness of cognitive behavioral group therapy on psycho-social and emotional adaptability and cognitive flexibility in people with multiple sclerosis in Hamedan, Iran. Neurological Sciences, 44(12), 4421-4428. [Persian] [
Doi: 10.1007/s10072-023-06953-z]
Amiri, B., Ghanbari, B. A., & Mohammadian, H. R. (2006). Comparing the effectiveness of group cognitive-behavioral therapy, study skills training, and combined method on reducing test anxiety. Studies in Education and Psychology, 6(2), 55–73. [Persian]
Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning.
The Internet and Higher Education, 15(3), 170-175. [
Doi: 10.1016/j.iheduc.2012.01.006]
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International Universities Press.
Beilock, S. L., & Maloney, E. A. (2015). Math anxiety: A review of its cognitive and neural bases. Current Directions in Psychological Science, 24(2), 140-145.
Braasch, L. G., Bråten, I., Strømsø, H. I., & Anmarkrud, Ø. (2014). Incremental theories of intelligence and epistemic beliefs: Cognitive flexibility as a potential mechanism of mindfulness in generalized anxiety disorder. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 208-216.
Burrus, J., & Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement. Learning and Individual Differences, 16, 1-6. [Doi:10.1016/j.lindif.2016.08.019]
Covin, R., Ouimet, A. J., Seeds, P. M., & Dozois, D. J. A. (2008). A mete- analysis of CBT for pathological worry among clients with GAD. Journal of Anxiety Disorders, 22(1), 108-116.
Dashteh, A., Nourian, M., & Samiei, M. (2022). Exploring teachers' experiences of barriers and problems in learning mathematics. Strategies for Education in Medical Sciences, 15(2), 174–185. [Persian]
Dehghani, Y. (2016). The effectiveness of cognitive-behavioral therapy on mental health and irrational beliefs of mothers with children with autism.
Mazandaran University of Medical Sciences Journal, 26(135), 87–98. [Persian] [
http://jmums.mazums.ac.ir/article-1-7339-fa.html]
Dowker, A., & Sheridan, H. (2022). Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory. Frontiers in Psychology, 13,1-11.
Dweck, C. S. (2006). The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.). The development of achievement motivation. San Diego: Academic Press.
Dweck, C. S., & Leggett, E. L. (2012). A social-cognitive approach to motivation and personality.
Psychological Review, 95(2), 256–273.
[Doi:10.1037/0033-295X.95.2.256]
Emami, M., & Karami, A. (2017). Investigating students’ performance in learning mathematics. Journal of Strategic Studies in Humanities and Islamic Sciences, 2(12), 55–64. [Persian]
Eyni, S., Rostamoghli, Z., Salehi, M., Mehdikhani, E., & Hosseinipour Dizgah, S. (2025). Explaining the relationship between anxiety and academic engagement in students with specific learning disorder: Testing a moderated mediation model with academic self-efficacy and parental support.
Journal of Learning Disabilities, 15(1), 28–38. [Persian] [
Doi: 10.22098/jld.2025.18661.2293]
Fasihi, R., Asadi, J., Hassanzadeh, R., & Derakhshanpour, F. (2018). Effectiveness of cognitive behavioral therapy, acceptance and commitment therapy on irrational beliefs of medical students.
Journal of Gorgan University of Medical Sciences, 20(4), 61–68. [Persian] [
http://goums.ac.ir/journal/article-1-3469-en.html]
Fazeli, M., Ehteshamzadeh, P., & Hashemi Sheykh-Shabani, S. (2014). Effectiveness of cognitive-behavioral therapy on cognitive flexibility in depressed individuals. Journal of Thought & Behavior in Clinical Psychology, 9(43), 27–32. [Persian]
Gökçe, S., & Güner, P. (2024). Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety. Current Psychology, 43, 18192–18206.
Ghorbannejad, A., Mohammadipour, M., & Soleimanian, A. (2019). Effectiveness of mindfulness training on intelligence beliefs and study strategies in male students. Journal of Sociology of Education, 2(6), 6–16. [Persian]
Gunduz, B. (2013). Emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. Educational Research and Reviews, 8(13), 1048-1056.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46
Hanushek, E. A., & Woessmann, L. (2015). The Knowledge Capital of Nations: Education and the Economics of Growth. MIT Press.
Kuperminc, G. P., Leadbeter, B. J., Emmons, C., & Blatt, S. J. (2012). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Development Science, 1, 79-55.
Kürümlüoğlugil, R., & Tanrıverdi, D. (2022) The effects of the psychoeducation on cognitive distortions, negative automatic thoughts and dysfunctional attitudes of patients diagnosed with depression. Psychology, Health & Medicine. 27(10), 2085-2095. [DOI:10.1080/13548506.2021.1944654]
LaRocque, M. (2011). Assessing perceptions of the environment in elementary classroom: The link whit achievement. Educational Psychology in Practice, 24(4), 289-305.
Lee, G., Lu, P., Hua, X., Wu, S., Nguyen, K., Teng, E., Leow, A., Jackjer, C., Toga, A., Weiner, M., Bartzokis, G., & Thompson, P. (2012). Depressive symptoms in mild cognitive impairment predict greater atrophy in alzheimer's disease related regions. Biol Psychiatry, 71, 814-821.
Lin, C. E. (2013). Cognitive Flexibility. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates. Educational Psychology, 26(3), 349–366.
McCaughey, N. J., Hill, T. G., & Mackinnon, S. P. (2022). The association of self-efficacy, anxiety sensitivity, and perfectionism with statistics and math anxiety. Personality Science, 3 (1), e7091, 1-23.
McGuire, J. F., & Storch, E. A. (2019). An inhibitory learning approach to cognitivebehavioral therapy for children and adolescents. Cognitive and Behavioral Practice, 26(1), 214-224.
Mennetrey, C., & Angeard, N. (2018). Cognitive flexibility training in three-yearold children. Cognitive Development, 48, 125-134. [Doi:10.1016/j.cogdev.2018.08.004]
Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37(3), 591–606.
Mohammadi, N., & Seadati Shamir, A. (2020). The Effectiveness of Cognitive Behavioral Therapy on Intelligence Beliefs and Working Memory in Female Students.
Islamic lifestyle with a focus on health, 3(5), 276-283. [Persian] [
https://www.islamiilife.com/article_189603.html?lang=en]
Mohammadinejad, E., & Mohammadi Ahmadabadi, N. (2023). The mediating role of mindfulness in the relationship between perfectionism beliefs and math anxiety of female students. The first International Conference of Psychology, Social Sciences, Educational Sciences and Philosophy, 11 May, Babol, Iran. [Persian]
Nagata, S., Seki, Y., Shibuya, T., Yokoo, M., Murata, T., Hiramatsu, Y., & et al. (2018). Does cognitive behavioral therapy alter mental defeat and cognitive flexibility in patients with panic disorder?
BMC Research Notes, 11(1), 23.
[Doi:10.1186/s13104-018-3130-2.]
Narimani, M., & Sadeghzadeh Balil, N. (2024). Comparison of thinking styles and academic well-being in students with and without learning disabilities.
Journal of Learning Disabilities, 14(1), 66–74. [Persian] [
Doi:10.22098/jld.2024.14819.2159]
Narimani, M., Jabbari Gouzloujeh, A., & Shahrivar, A. (2025). Effectiveness of self-regulation strategy development training on improving self-efficacy, emotion control, and achievement motivation in students with learning disabilities.
Journal of Learning Disabilities, 14(4), 80–94. [Persian] [
Doi: 10.22098/jld.2025.17297.2251]
Nazari, E., Saed, O., Foroughi, A., & Khakpoor, S. (2024). Effectiveness of group cognitive behavioral therapy on perfectionism: A randomized clinical trial.
Iranian Journal of Psychiatric Nursing, 11(6), 51–60. [Persian] [
Doi:10.22034/IJPN.11.6.7]
Nazarzadeh, R., Fazeli, M., Meamarbashi, M., & Maddah, R. (2015). Effectiveness of cognitive-behavior therapy on cognitive flexibility in perfectionist. P
sychology, 06, 1780-1785. [
Doi: 10.4236/psych.2015.614174]
Nikmehr, P., Salmani, A. & Jafari, E. (2021). Investigating the Role of Social Anxiety in Predicting Students' Academic Self-Efficacy.
Journal of Family Relations Studies,
1(1), 51-58.
[Doi:10.22098/jhrs.2022.1422]
Oishi, S., Takizawa, T., Kamata, N., Miyaji, S., Tanaka, K., & Miyaoka, H. (2018). Web-based training program using Cognitive Behavioral Therapy to enhance cognitive flexibility and alleviate psychological distress among schoolteachers: Pilot randomized controlled trial. JMIR Research Protocols, 7(1), e32.
Roshani, F., Piri, R., Malek, A., Michel, T. M., & Vafaee, M. S. (2019). Comparison of cognitive flexibility, appropriate risk-taking and reaction time in individuals with and without adult ADHD. Psychiatry Research, 5(2), 112-130. [Doi: 10.1016/j.psychres.2019.112494.]
Sadeghi, A. (2024). Investigating the causes of students' weakness in mathematics and ways to overcome it.
3rd National Conference on Family and School Studies, Bandar Abbas, Iran. [Persian]
https://civilica.com/doc/2222547
Sheykholeslami, A., Azizi, Z., & Hedayatjoo, F. (2026). The role of psychological well-being and spiritual well-being in predicting job burnout among teachers of students with specific learning disorders.
Journal of Learning Disabilities, 15(3), 41–51. [Persian] [
Doi:10.22098/jld.2026.19365.2313]
Shepardson, R.L., Fletcher, T.L., Funderburk JS, Weisberg, R.B., Beehler, G.P., Maisto, S.A. (2023). Barriers to and facilitators of using evidence-based, cognitive-behavioral anxiety interventions in integrated primary care practice. Psychol Serv. Nov,20(4),709-722. [Doi: 10.1037/ser0000696. Epub 2022 ]
Solomon, L. J, & Rothblom, E. D. (1984). Academic procrastination frequency and cognitive behavioral correlates. Journal of Counseling Psychology,31, 503-509.
Tahmasebi, F. (2021). Effectiveness of cognitive-behavioral training on public speaking anxiety and cognitive flexibility in adolescent students.
8th International Conference on New Research in Psychology, Social Sciences, Educational and Instructional Sciences. [Persian]
https://civilica.com/doc/1566452
Teymoori, R., Salmani, A. & Salehinejad, M. A. (2022). The relationship between emotional character with depression and anxiety in patients with polycystic ovary syndrome.
Journal of Research in Psychopathology,
3(7), 47-53.
[Doi:10.22098/jrp.2022.9595.1042]
Wells, A. (2009). Metacognitive therapy for anxiety and depression. Guilford Press.
Wood, J.J. (2006). Parental Intrusiveness and Children’s Separation Anxiety in Clinical Sample. Child Psychiatry Hum Dev, 37(1), 73-87.
)