تدوین مدل ساختاری تجربه غرقگی بر اساس هوش معنوی و سبک شناختی با میانجی گری کنترل شناختی و جهت گیری هدف در دانشجویان

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Asadzadeh, H. (2023). Theories and Methods of Instruction. Tehran: Allameh Tabataba’i University. [In Persian]

Cooper, R. P. (2010). Cognitive Control: Componential or Emergent? Topics in Cognitive Science, 2(4), 598–613. https://doi.org/10.1111/j.1756-8765.2010.01110.x

Csikszentmihalyi, M. (1996). Creativity_ flow and the psychology of discovery and invention-. HarperCollins Publishers.

Dacka, M., & Rydz, E. (2023). Early Adulthood in Poland ‌: Research Reports. Religions, 14(78), 1–16. https://doi.org/10.3390/rel14010078

Daniel M, John R, Rajkumar E, George AJ, A. J. (2022). Cognitive style and working memory among adolescents with specific learning disability. J Edu Health Promot, 11, 196. doi: 10.4103/jehp.jehp_1556_21

Darda, K. M., Butler, E. E., & Ramsey, R. (2020). Individual differences in social and non-social cognitive control. Cognition, 202(October 2019), 104317. https://doi.org/10.1016/j.cognition.2020.104317

Diseth, Å., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671–687.  https://doi.org/10.1348/000709910X492432

Ebrahimi, S., Pishghadam, R., Estaji, A., & Amir Aminyazdi, S. (2017). Introducing Emotioncy and Exploring its Effect on Flow and Learning Styles of Learners of Persian as a Foreign Language.  Teaching Persian to Speakers of Other Languages, 6(TOME 13), 57-82. [In Persian] https://civilica.com/doc/1329846

Eisenberger, R., Jones, J. R., Stinglhamber, F., Shanock, L., & Randall, A. T. (2005). Flow experiences at work: For high need achievers alone? Journal of Organizational Behavior, 26(7), 755–775. https://doi.org/10.1002/job.337

El Metiri, B. M. N. (2022). Spiritual Intelligence and its Relationship with Psychological Flow for A Sample of Special Needs Teachers in Kuwait State. Journal of Scientific Research in Education, 23(8), 126–156. https://doi:10.21608/JSRE .2022.167505.1516 

Gabrys, R. L., Tabri, N., Anisman, H., & Matheson, K. (2018). Cognitive control and flexibility in the context of stress and depressive symptoms: The cognitive control and flexibility questionnaire. Frontiers in Psychology, 9(NOV), 1–19. https://doi.org/10.3389/fpsyg.2018.02219

Ghadampour, E., Garavand, H. and Sabzian, S. (2020). The Relationship between Learning Styles with Achievement Motivation and Academic Achievement of High School Students in Lorestan Province. Educational and Scholastic studies, 9(2), 7-32. [In Persian] https://doi.org/20.1001.1.2423494.1399.9.2.1.1

Ghaderi, Z., Rajabi, M., Butler, R., & Beal, L. (2024). Flow experience and behavioural intention in recreational flights: the mediating role of satisfaction, recollection and storytelling. Anatolia, 0(0), 1–17. https://doi.org/10.1080/13032917.2024.2352098

Gold, J., & Ciorciari, J. (2020). A review on the role of the neuroscience of flow states in the modern world. Behavioral Sciences, 10(9).  doi: 10.3390/bs10090137

Gold, J. M. (2021). The Psychophysiology of Flow States. Swinburne University of Technology Melbourne, Australia. https://doi.org/10.3390/bs10090137

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Kayes, D. C. (2005). Internal validity and reliability of Kolb’s learning style (1999). Journal of Business and Psychology, 20(2), 249–257. https://doi.org/10.1007/s10869-005-8262-4

Khanifar, H., Ebrahimi, S., Almasizadeh, S., Esfahanizadeh, A., & ghaderi, A. (2023). The Mediating Role of Achievement Goals in the Relationship between Basic Psychological Needs and Students' Academic Involvement. Educational and Scholastic studies, 12(1), 206-185. [In Persian]

Khodayarifard, M. , Khorami Markani, A. , Ghobari Bonab, B. , Sohrabi, F. , Zamanpour, E. , Raghebian, R. , Afrouz, G. , Farzad, V. , Mahmudi, N. , Zeinali Zadeh, B. and Tankemani, N. (2017). Development and Determination of Content and Face Validity of Spiritual Intelligence Scale in Iranian Students. Journal of Applied Psychological Research, 7(4), 39-49. [In Persian] https://doi.org/10.22059/japr.2017.61079  

Lavoie, R., Main, K., & Stuart-Edwards, A. (2022). Flow theory: Advancing the two-dimensional conceptualization. Motivation and Emotion, 46(1), 38–58. https://doi.org/10.1007/s11031-021-09911-4

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 Mohsenian, A., Belaghat, S. R. and Elahi, Z. (2018). the relationship betweenteachers locus of control with experience flow and psychological empowerment. Journal of Educational Psychology Studies, 15(31), 217-242. [In Persian] https://doi.org/10.22111/jeps.2018.4276

Mosing, M. A., Pedersen, N. L., Cesarini, D., Johannesson, M., Magnusson, P. K. E., Nakamura, J., Madison, G., & Ullén, F. (2012). Genetic and Environmental Influences on the Relationship between Flow Proneness, Locus of Control and Behavioral Inhibition. PLoS ONE, 7(11), 1–8. https://doi.org/10.1371/journal.pone.0047958

Pearce, J., & Wiliams, A. (2021). Exploring Spiritual Intelligence ‌: Are there Implications for classroom practice? Revealing Jesus in the Learning Environment ‌: Evidence & Impact. Avondale Academic Press.

Rahimpour,Sh., Aref, M., & Manshaii,Gh. (2019). The Effectiveness of Mindfulness Education on Flow and Grit of Female High School Students  . Studies in Learning & Instruction, 11(1), 70-91. [In Persian] https://doi.org/10.22099/jsli.2019.5337

Sadipour, E. (2020). Applied Educational Psychology. Tehran: Viraiesh. [In Persian]

Şahan, M. N., & Aypya, A. (2021). The Profound Difference Concerning Flow in Achievement Orientations for High School Students. Eskişehir Osmangazi University Journal of Social Sciences, 22(1), 305–318. https://doi.org/10.17494/ogusbd.952848

Salehi, H., Ghamarani, A., Arab., H & Golkari, T. (2013). The investigation of efficiency of religious orientation model in predicting flow experience in physical education students. JRSM 2013; 3 (6):47-59. [In Persian] http://jrsm.khu.ac.ir/article-1-1808-en.html

Sargeant, S., & Yoxall, J. (2023). Psychology and Spirituality: Reviewing Developments in History, Method and Practice. Journal of Religion and Health, 62(2), 1159–1174. https://doi.org/10.1007/s10943-022-01731-1

Shirbaigy, M., Sarmadi, M. and Moradi, A. (2022). Investigating the Relationship between Epistemological Beliefs and Learning Styles with Students' Attitude toward E-learning. Educational and Scholastic studies, 11(3), 615-593. [In Persian] https://doi.org/20.1001.1.2423494.1401.11.3.20.6

Siemer, M. (2005). Mood-congruent cognitions constitute mood experience. Emotion, 5(3), 296–308. https://doi.org/10.1037/1528-3542.5.3.296

Šimleša, M., Guegan, J., Blanchard, E., Tarpin-Bernard, F., & Buisine, S. (2018). The flow engine framework: A cognitive model of optimal human experience. Europe’s Journal of Psychology, 14(1), 232–253. https://doi.org/10.5964/ejop.v14i1.1370

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Syatriana, E., Akib, E., & Saiful, S. (2022). Kolb’s learning Style Affect EFL Creativity of Indonesian Students. AL-ISHLAH: Jurnal Pendidikan, 14(3), 3425–3436. https://doi.org/10.35445/alishlah.v14i3.1209

Weintraub, J., Nolan, K. P. (2023). The Cognitive Control Model of Work-related Flow. Frontiers in Psychology, 14, 1–38. https://doi.org/10.3389/fpsyg.2023.1174152

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Yaghoobi, A., Zoghipaidar, M. R., Farhadi, M., & Yousefi, B. (2020). Predicting educational well-being and mental vitality of high school students based on their feeling of belonging to the school mediated by goal orientation. Journal of School Psychology, 9(2), 169-189. [In Persian] http://doi.org/10.22098/jsp.2020.947.

Yoo, J. H., & Kim, Y. J. (2018). Factors Influencing Nursing Students’ Flow Experience during Simulation-Based Learning. Clinical Simulation in Nursing, 24, 1–8. https://doi.org/10.1016/j.ecns.2018.09.001