فرامرزی، عذرا؛ ادیب سرشکی، نرگس؛ بهمنی، بهمن (1390). تأثیر آموزش هوش هیجانی بر کاهش مشکلات درون نمود نوجوانان نارساخوان. فصلنامه روانشناسی کاربردی، 3(19): 56-70.
Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48(5), 1476-1487.
Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147–1158.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. American Psychological Association. Journal of Educational Psychology, 102) 1(, 153-167.
Center for Evidence-Based Practice: Young Children with Challenging Behaviors. (2004). Facts about Young Children with Challenging Behaviors. Tampa, Florida: University of South Florida,
Center for Evidence-Based Practice: Young Children with Challenging Behavior. www.challengingbehavior.org.
Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and sound: An education leader’s guide to evidence-based social and emotional learning (SEL) programs. Retrieved from
http://www.casel.org/downloads/Safe%20and%20Sound/ 1A_Safe _&_Sound. pdf.
Devaney, E., O’Brien, M.U., Resnik, H., Keister, S., & Weissberg, R.P. (2006).Sustainable schoolwide social and emotional learning: Implementation guide and toolkit. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The effects of social and emotional learning on the behavior and academic performance of school children. Child Development, 82 (1), 405-32.
Flannery, D. J., Vazsonyi, A. T., Liau, A. K., Guo, S., Powell, K. E., Atha, H., ... Embry, D. (2003). Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program. Developmental Psychology, 39 (2), 292–308.
Gohm, C. L., & Clore, G. L. (2002). Four latent traits of emotional experience and their involvement in well-being, coping, and attributional style. Cognition and Emotion, 16, 495-518.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher– child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72 (2), 625–638.
Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19 (2), 297–318.
Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2007). Building a science of classrooms: Applications of the CLASS Framework in over 4,000 U.S.
early childhood and elementary classrooms. Retrieved from Foundation for Child Development website:
http://www.fcd-us.org/ usr_doc/BuildingAScienceOfClass -roomsPiantaHamre.pdf.
Howes, C., Burchinal, M., Pianta, R. C., Bryant, D., Early, D. M., Clifford, R., & Barbarin, O. A. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23, 27–50.
Jones, S. M., Brown J. L., Hoglund, W., & Aber, J. L. (2011). Impacts of an integrated school-based social– emotional learning and literacy intervention on third-grade social– emotional and academic outcomes. Journal of Consulting and Clinical Psychology, 78 (6), 829-42.
Jones, S. M., Brown, J. L., & Aber, J. L. (2011). The longitudinal impact of a universal school-based socialemotional and literacy intervention: An experiment in translational developmental research. Child Development, 82(2), 533-554.
La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. Elementary School Journal, 104(5), 409–426.
LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., & Barbarin, O. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22,3–17.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Mountain View, California: CPP, Inc.
Maslach, C., Jakson, S. E. & Schaufeli, W. (2001). Manual of the Maslach Burnoul Inventory (2nd Ed). Palo Alto: consuling psychologists Press Inc.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. In S. T. Fiske, D. L. Schacter, & C. Zahn-Waxler (Eds.), Annual Review of Psychology, 52, 397–422.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications. New York: Basic Books.
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145–1157.
Pianta, R. C., & Stuhlman, M. W. (2004). Conceptualizing risk in relational terms: Associations among the quality of child–adult relationships prior to school entry and children’s developmental outcomes in first grade. Educational and Child Psychology, 21, 32–45.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2005). Classroom Assessment Scoring System (CLASS). Unpublished measure, University of Virginia, Charlottesville.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) manual, K–3. Baltimore, MD: Brookes.
Raver, C. C., Jones, S. M., Li-Grining, C.P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
Schutte, N. S., Malouff, J. M., Simunek, M., Hollander, S., & McKenley, J. (2002).Characteristic emotional intelligence and emotional well-being. Cognition and Emotion, 16, 769-786.
Selman, R. L. (2003). The promotion of social awareness: Powerful lessons from the partnership of developmental theory and classroom practice. New York, NY: Russell Sage Foundation.
Smith, B. J. (2006). Recommended Practices: Linking Social Development and Behavior to School Readiness. Tampa, Florida: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior. Child Development, 75, 346-353.
Zhai, F., Raver, C., & Jones, S. M. (2012). Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings. Children and Youth Services Review, 34(5), 946-954.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G.G.Bear & K.M. Minke (eds.) Children's Needs III, 1-13. National Association of School Psychologists.