ابوالقاسمی، عباس؛ برزگر، سبحان و رستماوغلی، زهرا. (1393). اثربخشی آموزش یادگیری خودتنظیمی بر خودکارآمدی و رضایت از زندگی در دانش‌آموزان دارای اختلال ریاضی. مجله ناتوانیهای یادگیری، 4(2)، 21-6.
افشاری، علی (1392). نقش عوامل فردی، گروهی و سازمانی با توجه به نقش عوامل میانجی؛ انگیزه درونی و خود اثربخشی در تبیین خلاقیت کارکنان. پایان نامه دکتری دانشگاه شهید چمران.
تقی پور، بهزاد؛ غلامی، فائزه؛ رنجبر، محمدجواد؛ رستم اوغلی، زهرا و برزگران، رقیه (1398). نقش هیجانات مثبت و منفی در پیش بینی بهزیستی روان شناختی دانش آموزان پسر ورزشکار. روانشناسی مدرسه، (3)، 39-53.
رجبی، غلامرضا (1393). مقیاس های روان شناختی و خانواده. تهران: انتشارات آوای نور.
سواری، کریم (1395). ساخت و اعتباریابی پرسشنامه تخیل. تحقیق چاپ نشده.
حجازی، الهه؛ صالح نجفی، مهسا و امانی، جواد (1393). نقش واسطه‌ای انگیزش درونی در رابطه بین نیازهای بنیادین روان شناختی و رضایت از زندگی. مجلهروان شناسیمعاصر،2(9)، 77- 88.
طهماسیان، کارینه و اناری، آسیه (1388). رابطه بین ابعاد خودکارآمدی و افسردگی در نوجوانان، فصلنامه روانشناسی کاربردی، 1(1)، 136-117.
عبداللهی، باقر و نوه ابراهیم، علی (1385). توانمندسازی کارکنان کلید طلایی مدیریت منابع انسانی. تهران: نشر ویرایش.
عبدلله‌پور، محمد آزاد؛ درتاج، فریبرز و احدی، حسن (1393). ارزیابی ساختار عاملی پرسشنامه هیجان‌های پیشرفت در دانشجویان ایرانی. فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی، 4 (8) 161-186.
کاظمی‌زاده، هاجر و نوری قاسم‌آبادی، ربابه (1394). بررسی رابطه عاطفه مثبت، عاطفه منفی و انگیزش درونی با خلاقیت، فصلنامه علمی-پژوهشی ابتکار و خلاقیت در علوم انسانی، 5(1)، 63-49.
نریمانی، محمد؛ عباسی، مسلم؛ ابوالقاسمی، عباس و احدی، بتول (1392). مقایسه اثربخشی آموزش پذیرش/ تعهد با آموزش تنظیم هیجان برسازگاری دانش‌آموزان دارای اختلال ریاضی. مجله ناتوانیهای یادگیری، 2(4)، 176-154.
نریمانی، محمد و وحیدی، زهره. (1392). مقایسهی نارسایی هیجانی، باورهای خودکارآمدی و عزت نفس در میان دانش آموزان با و بدون ناتوانی یادگیری. مجله ناتوانیهای یادگیری، 3(2)، 91-78.
Abdollahi, B. & Abraham's, g, A. (2006). Empowering golden key personnel in tehran human resources management: Publication edited. (Persian)
Abdollahpour,M.A., Derataj, F., & Ahadi, H. (2014). Assessment of the factor structure of progressive emotions questionnaire in iranian students. Journal of Educational Measurement and Evaluation Studies, 4 (8) 161-186. (Persian)
Abolghasemi, A. Barzegar, S., & Rostamoghli, Z. (2015). The effectiveness of self-regulation learning training on academic motivation and self-efficacy of students with mathematics disorder. Journal of Learning Disabilities, 4(2),6-21. (Persian)
Afshari, A. (2013). The Role of individual, group and organizational factors considering the role of intermediate factors - intrinsic motivation and self-efficacy in explaining employee creativity. Doctoral dissertation of Shahid Chamran University. (Persian)
Amabile, T. M & Hennessey, B.A. (2010). Creativity. Harvard University: UK.
Amabile, T. M. (1996). Creativity in context, Boulder, CO: West View Press Inc. (1998), How to Kill Creativity, Harvard Business Review, 76 (5), 77–80.
Annett, J. (1996). On knowing how to do things: A theory of motor imagery. Cognitive Tomonaga. Kenta.
Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change.
Beauchamp, M.R, Bray,. S.R, & Albinson. J.G. (2002). Pre competition imagery, self- efficacy and performance in collegiate golfers. Journal of Sports Sciences, 20, 697-705.
Beaney, M. (2005). Imagination and creativity. Milton Keynes. United Kingdom: Open University.
Buss, D. M. (2001). Cognitive biases and emotional wisdom in the evolution of conflict between the sexes. Current Directions in Psychological Science, 10, 219-223.
Byrne, R. M. J. (2007). Précis of the rational imagination: How people create alternatives to reality. Behavioral and Brain Sciences, 30(5/6), 439-480.
Cacioppo, J.T., Priester., J.R., and Berntson., G.G.. (1993). Rudimentary determinants of attitudes II: Arm flexion and extension have differential effects on attitudes. Journal of Personality and Social Psychology, 65 (1), 5‐17.
Carver, C. S., & Scheier, M.F. (1990). Origins and functions of positive and negative affect: A control‐process view. Psychological Review, 97 (1), 19‐35.
Chao-yun L. (2013). The predictive model of imagination stimulation,46(2), 50-70.
Cumming,. J, Nordin,. S.M,. Horton,. R, & Reynolds,.S. (2006). Examining the direction of imagery and self-talk on dart-throwing performance and selfefficacy. The Sport Psychologist, 20, 257-274.
Davidson, R. J. (1993). The neuropsychology of emotion and affective style. In: Lewis M, Haviland JM, editors. Handbook of emotion. Guilford Press; New York: pp. 143–154.
Eyni, S. (2020). The effectiveness of mentalization based therapy on improving object relations of people with borderline personality disorder. Journal of Research in Psychopathology,1(1), 30-43.
Fettes, M. (2010). The TIEs that bind: How imagination grasps the world. InK.Egan & K.Madej (Eds.), Engaging imagination and developing creativity in education, 2-16. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Finke, R. A. (1996). Imagery, creativity, and emergent structure. Consciousness and Cognition, 5(3), 381-393.
Folkman, S., & Moskowitz, J. T. (2000). Positive affect and the other side of coping. AmericanPsychologist, 55(6), 647.
Fredrickson, B,L. & Christine, B. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19 (3), 313‐332.
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.
Hashemi, Z. (2020). Effectiveness of metacognitive therapy in patient with depression: 2 years follow up. Journal of Research in Psychopathology,1(1), 20-28.
Hejazi, E, Saleh., N,M., and Amani, J. (2014). The mediating role of internal motivation in the relationship between basic psychological needs and life satisfaction. Journal of Contemporary Psychology, 2 (9), 77-88.
Hennessey, B. A. (2004). The social psychology of creativity: The beginnings of a multi-cultural perspective. In S. Lau (Ed.), Creativity: When east meets west (pp. 201-226). Hong Kong: World Scientific Publishing.
Hsu, Y., Liang, C., & Chang, C.C. (2014). The mediating effects of generative cognition on imagination stimulation. Innovations in Education and Teaching International, 51(5), 544-555.
Hsu,Y. (2015). The comparison of mediating models for stimulating imagination with psychological and environmental factors. International Journal of Learning, Teaching and Educational Research,12, (3)13-27.
Hsu,Y. (2012). Psychological and environmental predictors of student imagination: The mediating role of generative cognition. Research in Arts Education, 45(1),41-56.
Isfahani, S. S., Bahrami, S., & Torki, S. (2013). Job characteristic perception and intrinsic motivation in medical record department staff. Medical Archives, 67, 51-55.
James,. L, Andrew,. & L, Helen,. L. (2002). Self-efficacy and psychological skills during the amputee soccer world cup. The Online Journal of Sport Psychology,4,2.
Jones,. MV,. Mace,. RD,. Bray,. SR, MacRae,. AW,. & Stockbridge,. C. (2002). The impact of motivational imagery on the emotional state and self-efficacy levels of novice climbers. Journal of Sport Behavior, 25, 57-73.
Kahneman, D. (1999). Objective happiness. In D. Kahneman, E. Diener & N. Schwarz (eds.): Well-being: Foundations of hedonic psychology, (pp. 3-27) New York: Russell Sage Foundation Press.
Kazemizadeh, H & Nouri,. Q, R. (2015). Investigating the relationship between positive affect, negative affect and intrinsic motivation with creativity. Journal of Initiative and Creativity in the Humanities, 5 (1), 49-63.
Ketelaar, T. (2004). Ancestral emotions, current decisions: Using evolutionary game theory to explore the role of emotions in decision-making. In C. Crawford & C. Salmon (eds). Evolutionary Psychology, Public Policy and Personal Decisions, (pp. 145-168). Mahwah, NJ: Erlbaum
Lawrence,. J.N. (1995). Dual coding as a possible explanation for the effects of multimedia on learning. school of psychology and graphics, visualization, and usability laboratory georgia institute of technology Atlanta, 30170- 30332.
Liang, C., Hsu, Y., & Chang, C. C. (2013). Intrinsic motivation as a mediator on imaginative capability development. Thinking Skills and Creativity, 8(1), 109-119.
Liang, C. (2013). What Stimulates Web Design Students' Imagination? The mediator effect of inspiration through action. Journal of Educational Media & Library Sciences.50, (3),425-444.
Mammasis,. G, & Doganis,. G. (2004). The effects of a mental training program on juniors pre-competitive anxiety, self-confidence, and tennis performance. Journal of Applied Sport Psychology,16, 118- 137.
Moneta, G. B. (2004). The flow model of intrinsic motivation in Chinese: Cultural and personal moderators. Journal of Happiness Studies, 5, 181-217.
Narimani, M., Abbasi, M., Abolghasemi, A., & Ahadi, B. (2013). A study comparing the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia. Journal of Learning Disabilities, 2(4), 154-176. (Persian)
Narimani, M., Basharpoor, S., & Ahmadi, S. (2020). Predicting the tendency towards high-risk behaviors based on moral disengagement with the role of the mediator difficulties in emotion regulation (Structural Equation Modeling). Journal of Research in Psychopathology,1(2),56-81.
Narimani, M., Taghizadeh Hir, S., Sadeghi, G., & Basharpoor, S. (2020). Effectiveness of visual perception training in the improvement of the working memory of students with attention-dficit hyperactivity disorder. Journal of Research in Psychopathology, 1(1),456-466.
Narimani, M., Vahidi, Z. (2014). A comparison of alexithymia, self-efficacy and self-esteem in students with and without learning disability. Journal of Learning Disabilities, 3(2),78-91. (Persian)
Nezami, E., Schwarzer, R. & Jeroaslem (1996). Persian adaptation (farsi) of the general self-efficacy scale retrieved from http://userpage.Fu-brlin.del/ health / Persian. htm.
Passmore, J. (1985). Recent philosophers: A supplement to a hundred years of philosophy. NY: Duckworth.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich.
Rajabi, G. (2014). Psychological and Family Scales. Tehran: Avai Noor Publications.
Sevari, K. (2016). Creating and validating the imagination questionnaire. Unpublished research.
Shearer,. D.A,. Thomson,. R, Mellalieu,. S.D, & Shearer,. CR. (2007). The relationship between imagery type and collective efficacy in elite and non elite athletes. Journal of Sports Sciences & Medicine, 6, 180- 187.
Shin, U. (1994). The role of imagination in integrative knowledge: A Polanyian view. Tradition and Discovery: The Polanyi Society Periodical, 21(2), 16-28.
Taghipour,B, Gholami, F., Ranjbar, M.J, Rostam Ogli., Z and Barzegaran, R. (2019). The role of positive and negative emotions in predicting the psychological well-being of athletic male students, 8 (3), 39-53. (Persian)
Tahmassian, K and Pomegranate, A. (2009). The relationship between dimensions of self-efficacy and depression in adolescents, Journal of Applied Psychology, 1 (1), 136-117.
Taylor,. JA, & Shaw,. D.F. (2002). The effects of outcome imagery on golf-putting performance. Journal of Sports Sciences, 20, 607-613.
Watson,. D, Wiese,. D, Vaidya,. J, & Tellegen, A. (1999). The two general activation systems of affect: Structural findings, evolutionary considerations, and psychobiological evidence. Journal of Personality and Social Psychology,76,820–838.
Woolffolk, A. E. (1993). Educational Psychology. (5th Ed.). Boston, MA: Allyyn & Baco.
Vygotsky, LS. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.
Yin,. T,.
Huei,. C,. Chung,.
C,.Dzan,. Y,.
Wei,. J,. & Lou,.
S. (
2015). Use of fuzzy delphi method to develop STEM Imagination Capacity Indicators. Third International Conference on Robot, Vision and Signal Processing, 204 – 207.
)