تأثیر آموزش خوش بینی به روش قصه گویی بر تنیدگی تحصیلی و سلامت روانی دانش آموزان پسر پایه پنجم دوره ابتدایی شهر خرم آباد

اصغری نکاح، محسن (1382). گزارش اقدام پژوهی پیرامون کاربرد قصه به مثابه تکنیک و ابزار در مشاوره و روان درمانی کودک. اولینکنگرهسراسریروانشناسیایران، تهران: دانشگاه تربیت معلم.

حیرت، عاطفه.، شریفی، احسان.، فاتحی‌زاده، مریم السادات و احمدی، احمد‌(1390). بررسی اثربخشی زوج درمانی اسلام محور بر خوش‌بینی زوجین اصفهان، مجله پژوهش‌های علوم شناختی و رفتاری، 1(1): 22-9.

خادم، حمیرا.، مدانلو، معصومه.، ضیایی، طیبه و کشتکار، عباسعلی‌ (1388). اختلالات رفتاری و برخی عوامل مرتبط با آن در کودکان سن مدرسه شهر گرگان، مجله پژوهش پرستاری ایران، 14 (4): 29-37.

خدایاری‌فرد، محمد و پرند، اکر (1390). استرس و راه‌های مقابله با آن، تهران: دانشگاه تهران.

سهرابی، فرامرز و جوانبخش، عبدالرحمن (1388). اثربخشی تقویت مهارت‌های مثبت‌اندیشی به شیوۀ گروهی بر منبع کنترل دانش‌آموزان دبیرستانی شهر گرگان، ماهنامه علمی-پژوهشی دانشور رفتار16(37)59-68 .

شارف، ریچارد، اس ( 1390). نظریه‌های روان درمانی و مشاوره، ترجمۀ مهرداد فیروزبخت، تهران: رسا.

صاحبی، علی. (1393). قصهدرمانی:گسترهتربیتیودرمانیتمثیل، تهران: ارجمند.

علیزاده، گلاویژ (1390). مقایسه اثربخشی آموزش خوش‌بینی به روش‌های اسناد، تمثیل، اسناد-تمثیل بر میزان خوش‌بینی دانش‌آموزان سال اول دوره متوسطه دوم شهر همدان. پایان‌نامه کارشناسی ارشد، دانشگاه همدان.

علیزاده، گلاویژ.، کردنوقابی، رسول و نظری، نجمه (1393). تأثیر آموزش خوش‌بینی به روش قصه‌گویی بر افزایش میزان خوش‌بینی، مجله روانشناسی بالینی، 6 (1): 113-103.

غلامعلی لواسانی، مسعود.، راستگو، لیلا.، آذرنییاد، آرش و احمدی، طاهر (1393). اثر آموزش شادکامی به شیوۀ شناختی رفتاری بر باورهای خودکارآمدی و استرس تحصیلی، دوفصلنامه راهبردهای شناختی در یادگیری، 2(3): 18-1.

گلستانی بخت، طاهره (1386). ارائهالگویبهزیستیذهنی  شادمانیدرجمعیتشهرتهران، پایان نامه دکترا  دانشگاه الزهراء، دانشکده علوم تربیتی و روان‌شناسی.

گنجی، حمزه و امیریان، کامران‌(1391). اثربخشی آموزش خوش‌بینی به روش قصه‌گویی برافزایش پیشرفت تحصیلی درکودکان دبستانی، فصلنامه علوم تربیتی، 5(18):40-27.

نیک‌منش، زهرا و کاظمی، یحیی‌ (1389). آموزش خوش‌بینی به روش قصه‌گویی بر کاهش افسردگی کودکان، مجله روانشناسی معاصر، 5 (1):20-12.

والی، آناهیتا (1386).  قصه‌گویی، روشی مؤثر در آموزش مفاهیم پیچیده علم پزشکی، مجلهآموزشدرعلومپزشکی، 7 (1): 155-160.

همتی، اسماعیل (1389). تمرین خلّاقیّت. تهران: قطره.

Agolla, J. E. (2009). Occupational Stress among Police Officers. The case ofBotswanaPolice service, Res. Bus Manage, 2 (1): 25-35.

Ahern, N. R. & Norris, A. N. (2011). Examining factors that increase and decrease stress in adolescent community college students. Journal of Pediatric Nursing. 26, 530-540.

Akan, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23, 287- 294.

Ang, R. P., Huan, V. S., & Braman, O. R. (2007). Factorial structure and invariance of the Academic Expectations Stress Inventory across Hispanic and Chinese adolescent

samples. Journal of  Child Psychiatry & Human Development, 38, (1): 73-87.

Bailis DS, Chipperfield JG. (2012) Hope and optimism. In: Ramachandran VS. Encyclopedia of Human Behaviour. 2nd ed. UK: Elsevier.

Baldwin, D. R., Chambliss, L. N., & Towler, K. (2003). Optimism and stress: An African- American college student perspective. College Student Journal, 27, 276–285.

Brissette, I., Scheier, M. F., & Carver, C. S. (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychology, 82, 102–111.

Carver CS, Sheier MF, Segerstom SC. Optimism. Clin Psychol Rev. 2010; 30(7): 879-89

Changn S, Chan A. (2005). Measuring Psychological well –being in the Chinese Personality and Individual Differences. Journal of Adolescence; 38(3): 1307-1316.

Conner,  M. (2015). Self-efficacy, stress, and social support in retention of student registered nurse anesthetists. AANA Journal of; 83, (2), 133-8.

Cheuk-yee Tse. (2008). Daily Hassles and Health: The Protective Role of Optimism among ChineseAdults in Hong Kong. City Shaw University of Hong Kong: 52.(15).

Cook, J. W., Taylor, L. A. & Silverman, P. (2004). The Application of Therapeutic Storytelling Techniques With Preadolescent Children: A Clinical Description With Illustrative Case Study. Cognitive and Behavioral Practice , 2, 243-248.

Crawford, R., Brown, B., & Crawford, P. (2004). Storytelling in therapy.CUHK PrimaryEducation ,2, 37-45.

DeSocio J. (2005). Accessing Self-development through Narrative from arthritis patients coping with pain. J Personal Individ Differ; (38):1463–73. (21

Donnellan MB, Conger RD, Bryant CM. (2004). The Big Five and enduring marriages. Journal of Research in Personality;38(5): 481-504.

Duan, Hongxia., Yuan Yiran., Yang Can., Zhang Liang., Zhang Kan., Wu Jianhui. (2015). Anticipatory processes under academic stress: An ERP study. Journal Brain and Cognition, 94, 60-67.

Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T., Loan, K. X., & Dixon, J. (2010). The influence of educational pressure on the mental health of the adolescence in east Asia. Journal of science research, Hue University, 61(1): 18-27.

Feldman, D. B., & Kubota, M. (2015). Hope, self efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.

Friedberg, R. D. & Wilt, L. H. (2010). Metaphors and Stories in Cognitive Behavioral Therapy with Children. Journal Rat-Emo Cognitive-Behavior Therapy, 28,100–113.

Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional , and academic adjustment of children with learning disabilities. Journal of Arts in Psychotherapy, 37, 97-105.

Gottschal, J. (2013). The Storytelling Animal. How Stories Make Us Human. New York, NY: Mariner Books.

Graetz, J. E (2009). Promoting social behaviors for adolescents with autism using social stories. Unpublished dissertation, George Mason University.

Gordeeva, T. O. (2009). Optimistic attributional style as a predictor of well-being and performance in different academic settings. Moscow State University, Higher School of Economics Russia.

Hall, N. C.; Chipperfield, J.G.; Perry, R.P.; Ruthig, J.C. & Goetz, T. (2006); Primary and secondary control in academic development: Gender-specific implications for stress and health in college students. Anxiety, Stress, and Coping, 19, 189–210.

Johnson,  M. (2007). The art of therapeutic story-telling. Minnesota Association for Children’s Mental Health [On–line]. Retrieved December 23, 2012, from: http:// www.macmh.org/programs – services.

Karademas, C. E. (2007). Positive and negative aspects of well-being: Common and specific predictors. Personality and individual differencez,43, 277-287.

Kevin L. R.(2009).Hope and Optimism :Latent Structures and Influences on Grade Expectancy and Academic Performance. Journal of Personality,77(1),231-260.

Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: Potential factors for reducing stress in premedicalstudents. Medical Education, 42, 572-579.

Kozier B. (2008).  Fundamentals of nursing: concepts, process and practice. 2th ed. Prentice Hal;:181.

Krypel, M. N., & Henderson-King, D. (2010). Stress, coping styles, and optimism: are they related to meaning of education in students’ lives? Social Psychology of Education, 13, 409–424.

Lau S, Kubiak T, Burchert S, Goering M, Oberländer N, Mauschwitz H, et al. (2014). Disentangling the effects of optimism and attributions on feelings of success. Personality and Individual Differences; (56): 78 – 82.

Lauriks S, Buster MC, de Wit MA, Arah OA, Klazinga NS. (2012). Performance indicators for public mental healthcare: a systematic international inventory. BMC Public Health;12: 214.

Lazarus, R. S. & Folkman, S. (1986).cognitive theories of stress and the issue of circularity:in: Appley, M. & Trambull, R. (Eds), Dynamicsot stress, plenum, 63-80.

Liu, Y. (2015). The longitudinal relationship between Chinese high school students’ academic stress and academic motivation. Learning and Individual Differences, 38(2): 123-126.

Liu, C., & Bates, T. C. (2014). The structure of attributional style: Cognitive styles and optimism–pessimism bias in the Attributional Style Questionnaire. Personality and Individual Differences, 16, 79-85.

Malik A. (2013). Efficacy, Hope, Optimism and Resilience at Workplace –Positive Organizational Behavior. International Journal of Scientific and Research Publications; 3(10): 1-4.

Malinowski, A. J. (2009). The moderating effects of humar on job burnout among mental health therapists: A multiple regression analysis approach. Unpoblished doctoral dissertation, Capella University.

Maruta, T., Colligan, R. C., Malinchoc, M., & Offord, K. P. (2002). Optimism-pessimism assessed in the 1960 and self-reported health status 30 years later. Mayo Clinic proceeding, 77(8): 748-753.

Miller, P.J. Willy, A.R. Fung, H. and Liang C.H. (1997). Personal story telling as a medium of socialization in chinese and American Families. Child Development, 68(3): 557- 568.

Nes, L. S., & Segerstrom, S. C. (2006). Dispositional Optimism and Coping: A Meta- Analytic Review. Personality and Social Psychology Review, 10, 235-252.

Nordin NM, Talib MA, Yaacob SN, Sabran MS. A. (2010). Study on Selected Demographic Characteristics and Mental Health of Young Adults in Public Higher Learning Institutions in Malaysia. Global Journal of Health Science; 2(2):104-10.

Noushad, P. P. (2008). From teacher burnout to student burnout. Retrieved from ERIC.Database. (ED502150).

OECD, .( 2014). Making Mental Health Count: the Social and Economic Costs of Neglecting Mental Health Care. OECD Publishing. www.oecd.org/els/healthsystems/ Focus-on-Health-Making-Mental-Health-Count.pdf.

Panc, I.,  Georgescu, A,. & Zaharia, M. (2015). Why children should learn to tell stories in primary school?. Journal of Procedia - Social and Behavioral Sciences, 187, 591-595.

Posadzki, P., Stockl, A., Musonda, P., & Tsouroufli, M. (2010). A mixed-method approach to sense of coherence, health behaviors, self-efficacy and optimism: towards the operationalization of positive health attitudes. Scand Journal of Psychol, 51, (3), 246-52.

Radebe SJ. (2004). The influence of optimism and pessimism on the psycho-physical wellness oflearners in grades 8-12. North-West University. Vaal Triangle Campus: 185.(14).

Rosen, C. (2011). Creating the optimistic classroom: What law schools can learn from attribution style effects? McGeorge L Rev, 42,  319.

Roberts, M. E., Gibbons, F. X., Gerrard, M., & Alert, M. D. (2011). Optimism and adolescent perception of skin cancer risk. Journal of Health Psychol, 30, (6), 810-3.

Robbins BD. (2008). What is the good life? Positivism and Renaissance of Humanistic Psychology. Humanistic Psychologist;36: 96-112.

Robinson C, Snipes K. Hope, optimism and self-efficacy: (2009). A system of competence and control enhancingafricanamerican college students academic well-Being. Multiple Linear Regression Viewpoints; 35(2): 16- 26.

Ruthig, J. C., Haynes, T. L., Stupnisky, R. H., & Perry, R. P. (2009). Perceived academic control: mediating the effects of optimism and social support on college students’psychological health. Social Psychology of Education, 12, 233–249.

Satterfield, J. M, & Becerra, C. (2010). Faculty and student support: Developmental challenges, stressors and coping strategies in medical residents: A qualitative analysis of support groups. Journal of Med Educ, 44, (9), 908-16.

Sansosti, F. J. & Powell-Smith, K. A. (2010). The effects of Social Stories on the social behavior of children with Asperger’s Syndrome. Journal of Positive Behavior Interventions, 8, (1), 43–57.

Shechtman, Z. (1999). Biblio therapy: An indirect approach to treatment of childhood aggression. Child Psychiatry and Human Development, 30, 53-39.

Shechtman, Z., & Nachshol, R. (1996). A school-based intervention to reduce aggressive behavior in maladjusted adolescents. Journal of Applied Developmental Psychology, 17, 535-552 .

Scheier, M. F. & Carver, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4, 219-247.

Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A re-evaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063–1078.

Seligman, M. E. P., Castellon, C., Cacciola, J., Schulman, P., Luborsky, L., Ollove, M., & Downing, R. (1988). Explanatory style change during cognitive therapy for unipolar depression. Abnormal Psychology, 97, 1-6.

Solberg Nes L, Segerstrom SC. (2010). Dispositional optimism and coping: A meta-analytic review. J Personal Soc Psychol Rev; (10): 235–51.(17

Solberg, S., & Torres, J. (2001). Role of selfefficacy, stress, social integration, family support in Latino college student persistence and health. Journal of Vocational Behavior, 59, 53-63.

Tan, J. B., & Yates, Sh. (2011). Academic expectations as sources of stress in Asian Students. Journal of Soc Psychological Education, 14, 389–407.

Wang, D., Li, J., Zhang, J., & Dai, G. (2008). A pen and speech-based storytelling system for Chinese children. Journal of Computers in Human Behavior,  24, (6), 2507-19.

Watts, K. (2008). The Effectiveness of a Social Story Intervention in Decreasing

Disruptive Behaviors in Autistic Children, Doctoral Dissertation, the Ohio State

University.

Yangyang ,Liu. (2015). The longitudinal relationship between Chinese high school students' academic stress and academic motivation. Journal Learning and Indiviual Differences,38, 123-126.

Yu X, Zhang J. (2007). Factor analysis psychometric evaluations of the Conner-Davidson resilience scale (CD-RISC) with Chinese people; 35(1):19-30.

Zipes, D. (2007). Creative storytelling: building community, changing lives. New York: Roultledge; 67- 70.