فرایندهای ارزیابی شناختی و استرس تحصیلی: نقش تعدیل کننده‌ی جنس و فرهنگ

Shokri, O., Kadivar, P., Naghsh, Z., Ghanaei, Z., & Daneshvarpour, Z. (2008). Personality traits, Academic stress and academic performance. Quarterly Journal of Psychological Studies, 3 (3), 25-48.
Aaker, J. L., & Lee, A. Y. (2001). “I” seek pleasures and “we” avoid pains: The role of self-regulatory goals in information processing and persuasion. Journal of Consumer Research, 28, (1), 33-49.
Abdolkhaleghi, M., Soghrati, V., shokri, O., Geravand, F., & toulabi, S. (2008). Neuroticism, academic stress and subjective well-being: An examination of moderating and mediating effects models. Researh in Psychological Health, 2 (2), 63-78. [Persian]
Al-Sowygh, Z. H. (2013). Academic distress, perceived stress and coping strategies among dental students in Saudi Arabia. The Saudi Dental Journal, 25 (3), 97-105.
American Institute of Stress. (2007). Stress, definition of stress, stressor. [Online]. Available: www.stress.org/topic-definition-stress.htm.
Ang, R. P., Huan, V. S., & Braman, R. (2007). Factorial structure and invariance of the academic expectations stress inventory across Hispanic and Chinese adolescent samples. Child Psychiatry & Human Development, 8, 73-87.
Ang, R. P., Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I. Y. F., Yeo, L. S., Krawchuk, L. L. (2009). Cross-cultural invariance of the Academic Expectations Stress Inventory: Adolescent samples from Canada and Singapore. Journal of Adolescence, 1-13.
Aysan, F., Thompson, D., & Hamarat, E. (2001). Test anxiety, coping strategies, and perceived health in a group of high school students: A Turkish sample. The Journal of Genetic Psychology, 162 (4), 402-411.
Baker, S. R. (2003). A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance. Personality and Individual Differences, 35, 569-591.
Bjorck, J. P., Cuthbertson, W., Thurman, J. W., & Lee, Y. S. (2001). Ethnicity, coping, and distress among Korean Americans, Filipino Americans, and Caucasian Americans. Journal of Social Psychology, 141(4), 421-442.
Bolger, N., & Amarel, D. (2007). Effects of social support visibility on adjustment to stress: Experimental evidence. Journal of Personality and Social Psychology, 92, 458-475.
Buric, I., & Soric, I. (2012). The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement. Learning and Individual Differences, 22 (4), 523-529.
Chiu, C-y., Dweck, C.S., Tong, J.Y-y., & Fu, J. H-y. (1997). Implicit theories and conceptions of morality. Journal of Personality and Social Psychology, 73, 923-940.
Chong, W. H., Chye, S., Huan, V. S., & Ang, R. P. (2014). Generalized problematic Internet use and regulation of social emotional competence: The mediating role of maladaptive cognitions arising from academic expectation stress on adolescents Computers in Human Behavior, 38, 151-158.
Chun, C. A., Moos, R. H., & Cronkite, R. C. (2006). Culture: A fundamental context for the stress and coping paradigm. In P. T. P. Wong, & L. C. J. Wong (Eds.), Handbook of multicultural perspectives on stress and coping Vol. 1 (pp. 29- 53) Springer.
Cohen, J. & Cohen, P. (1983). Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, 2nd edn. Hillsdale, NJ: Lawrence Erlbaum Associates.
Cole, P. M., Bruschi, C. J., & Tamang, B. L. (2002). Cultural differences in children’s emotional reactions to difficult situations. Child Development, 73(3), 983-996.
Cole, T., & Sapp, G. L. (1988). Stress, locus of control, and achievement of high school seniors. Psychological Reports, 63, 355–359.
De Anda, D., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., et al. (2000). Stress, stressors and coping among high school students. Children and Youth Survey Review, 22, 441-463.
Drs, N., Mon, & Ofoegbu, M. (2001). Perceived levels of academic stress among first timers in Nigerian universities. College Student Journal, 35(1), 2-10.
Gallagher, C. T., Mehta, A. N. V., Selvan, R., Mirza, I. B., Radia, P., Bharadia, N. S., & Hitch, G. (2014). Perceived stress levels among undergraduate pharmacy students in the UK. Currents in Pharmacy Teaching and Learning, 6 (3), 437-441.
Geravand, F., & Shokri, O. (2008). Academic stressors and reactions to stressors: Testing the mediating effects of coping styles. Journal of Psychology, 3 (12), 101-122. [Persian]
Giacobbi Jr., P. R., Tuccitto, D. E., & Frye, N. (2007). Exercise, affect, and university students’ appraisals of academic events prior to the final examination period. Psychology of Sport and Exercise 8, 261–274.
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.
Govaerts, S., & Gregoire, J. (2004). Stressful academic situations: Study on appraisal variables in adolescence. Revue Europeenne de Psychologie Appliquee, 54(4), 261-271.
Farahani, M. N., Shokri, O., Geravand, F., & Daneshvarpour, Z. (2008). Individual differences in academic stress and subjective well-being: Role of copig styles. Journal of Behavioral Sciences, 297-304. [Persian]
Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48 (1), 150-170.
Hamdan-Mansour, A., M. & Dawani, H., A. (2008). Social support and stress among university students in Jordan. International Journal of Health Addiction, 6, 442-450.
Hashim, I. H., & Zhiliang, Y. (2003). Cultural and gender differences in perceiving stressors: A cross-cultural investigation of African and Western students in Chinese colleges. Stress and Health, 19, 217-225.
Heiman, T. (2006). Social support networks, stress, sense of coherence and academic stress of university students with learning disabilities. Social Psychology of Education, 9, 461-478.
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280-1300.
Hojat, M., Gonnella, J. S., Erdmann, J. B., & Vogel, W. H. (2003). Medical students’ cognitive appraisal of stressful life events as related to personality, physical well-being, and academic performance: A longitudinal study. Personality and Individual Differences, 35, 219-235.
Hystad, S. W., Eid, J., Laberg, J. C., Johnsen, B. H., Bartone, P. T. (2009). Academic stress and health: Exploring the moderating role of personality hardiness. Scandinavian Journal of Educational Research, 53 (5), 421–429.
Karatzias, A., Power, K. G., Fleming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 33-50.
Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008).Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education, 42, 572–579.
Lam, A. G., & Zane, N. W. S. (2004). Ethnic differences in coping with interpersonal stressors. Journal of Cross-Cultural Psychology, 35, 446-459.
Lazarus, R. S. (2001). Toward better research on stress and coping. American Psychologist, 55, 665-673.
Lazarus, R.S. (2006). Stress and Emotion: A new synthesis. New York: Springer.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
Lee, A. Y., Aaker, J. L., & Gardner,W. L. (2000). The pleasures and pains of distinct self-construals: The role of interdependence in regulatory focus. Journal of Personality & Social Psychology, 78(6), 1122-1134.
MacGeorge, E. L., Samter, W., & Gillihan, S. J. (2005). Academic Stress, Supportive Communication, and Health. Communication Education, 54(4), 365-372.
Mak, A. S., Blewitt, K., Heaven, P. C. L. (2004). Gender and personality influences in adolescent threat and challenge appraisals and depressive symptoms. Personality and Individual Differences, 36. 1483-49.
Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
Matud, M. P., (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37, 1401-1415.
McCarty, C. A., Weisz, J. R., Wanitromanee, K., Eastman, K., Suwanlert, S., Chaiyasit, W., & Band, E. B. (1999). Culture, coping, and context: Primary and secondary control among Thai and American youth. Journal of Child Psychology and Psychiatry, 40, 809-818.
Mclean, J. A., Strongman, K. T., & Neha, T. N. (2007). Psychological distress, causal attributions, and coping. New Zealand Journal of Psychology, 36(2), 85-92.
Misra, R., Crist, M., & Burant, C. J. (2003). Relationships among life stress, social support, academic stressors, and reactions to stressors of international students in the United States. International Journal of Stress management, 10 (2), 137-157.
Morling, B., & Fiske, S. T. (1999). Defining and measuring harmony control. Journal of Research in Personality, 33, 379-414.
Negga, F., Applewhite, S., & Livingston, I. (2007). African American college students and stress: School racial composition, self-esteem and social support. College Student Journal, 41, 823-830.
eng, K., Ames, D., & Knowles, E. (2001). Culture and human inference: Perspectives from three traditions. In D.
Ptacek, J. T., Smith, R. E., & Zanas, J. (1992). Gender, appraisal, and coping: A longitudinal analysis. Journal of Personality, 60, 747-770.
Reicherts, M., & Pihet, S. (2000). Job newcomers coping with stressful situations. A micro-analysis of adequate coping and well-being. Swiss Journal of Psychology, 59, 303-316.
Rothbaum, F., eisz, J. R., & Snyder, S. S. (1982). Changing the world and changing the self: A two-process model of perceived control. Journal of Personality & Social Psychology, 42(1), 5-37.
Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success Learning and Individual Differences, 22 (2), 251-257.
Sarid, O., Anson, O., Yaari, A., & Margalith, M. (2004). Coping styles and changes in humoural reaction during academic stress. Psychology, Health and Medicine, 9(1), 85-98.
Schulz, R., & Heckhausen, J. (1999). The primacy of primary control is a human universal: A reply to Gould’s Critique of the life-span theory of control. Psychological Review, 106, 605-609.
Shokri, O., Farahani, M. N., Farzad, V., Safaei, P., Sangari, A. A., & Daneshvarpour, Z. (2008). Factorial validity and reliability of Farsi version of the Student Life Stress Inventory. Research in Psychologial Health, 2 (1), 17-27. [Persian]
Shokri, O., Kadivar, P., & Daneshvarpour, Z. (2007a). College studens assess their academic stressors and reactions to stressors. Journal of Psychological Science, 6 (21), 52-65. [Persian]
Shokri, O., Kadivar, P., & Daneshvarpour, Z. (2007b). Gender differences in subjective well-being: Role of personality Traits. Iranian Journal of Psychiatry and Clinical Psychology, 13 (3), 280-289. [Persian]
Shokri, O., Kadivar, P., Naghsh, Z., & Daneshvarpour, Z. (2007). The academic stressors and reactions to them in male and female students. Advances in Cognitive Science, 8 (4), 40-48. [Persian]
Shokri, O., Kadivar, P., Naghsh, Z., Ghanaei, Z., & Daneshvarpour, Z. (2007). Personality traits, Academic stress and academic performance. Quarterly Journal of Psychological Studies, 3 (3), 25-48. [Persian]
Shokri, O., Kadivar, P., Zeinabadi, H. R., Geravand, F., Ghanaei, Z., Naghsh, Z., Tarkhan, R. A. (2009). Relationships among neuroticism, coping styles, academic stressors, reactions to stressors and subjective well-being. Journal of Psychology, 13 (1), 36-53. [persian]
Slattery, M. J., Grieve, A. J., Ames, M. E., Armstrong, J. M., & Essex, M. J. (2013). Neurocognitive function and state cognitive stress appraisal predict cortisol reactivity to an acute psychosocial stressor in adolescents. Psychoneuroendocrinology, 38 (8), 1318-1327.
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the Relationship among Academic Stress, Coping, Motivation, and Performance in College. Research in Higher ducation, 41(5), 581-592.
Weekes, N. Y., MacLean, J., Berger, D. E. (2005). Sex, stress, and health: Does stress predict health symptoms differently for the two sexes? Stress and Health, 21 (3), 147 – 156.
Torsheim, T., Aaroe, L. E., & Wold, B. (2003).School-related stress, social support, and distress: Prospective analysis of reciprocal and multilevel relationships. Scandinavian Journal of Psychology, 44, 153-159.
Trueba, A. F., Smith, N. B., Auchus, R. J., & Ritz, T. (2013). Academic exam stress and depressive mood are associated with reductions in exhaled nitric oxide in healthy individuals. Biological Psychology, 93 (1), 206-212.
Tweed, R. G., White, K., & Lehman, D. R. (2004). Canadians, East Asian Canadians, and Japanese Culture, Stress, and Coping: Internally- and Externally-Targeted Control Strategies of European. Journal of Cross-Cultural Psychology, 35 (60), 652-668.
Votta, R. J., & Benau, E. M. (2014). Sources of stress for pharmacy students in a nationwide sample. Currents in Pharmacy Teaching and Learning, 6 (5), 675-681.
Washburn-Ormachea, J. M., Hillman, S. B., & Sawilowsky, S. S. (2004). Gender and Gender-Role Orientation Differences on Adolescents’ Coping With Peer Stressors. Journal of Youth and Adolescence, 33(1), 31–40.
Weisz, J. R., Rothbaum, F. M., & Blackburn, T. C. (1984). Standing out and standing in: The psychology of control in America and Japan. American Psychologist, 39(9), 955-969.
Wilks, S. E. (2008). Resilience amid academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9, 106-125.
Wilks, S. E., Spivey, C. A. (2009).Resilience in Undergraduate Social Work Students: Social Support and Adjustment to Academic Stress. Social Work Education: The International Journal, 14, 1470-1227.
Yamaguchi, S., Kuhlman, D. M., & Sugimori, S. (1995). Personality correlates of allocentric tendencies in individualist and collectivist cultures. Journal of Cross-Cultural Psychology, 26(6), 658-672.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, Stress, and academic success in college. Research in Higher Education, 46 (6), 678-706.