اثربخشی یادگیری معکوس بر اهمال‏کاری تحصیلی و خودناتوان سازی دانش ‏آموزان چندپایه دوره دوم ابتدایی

Al Breiki, M.S., Yahaya, W., & Al Abri, A. (2022). Factors Affecting Undergraduate Students' Satisfaction with Online Learning and Academic Procrastination. Conference: The 5th International Conference on Education.  Online Conference (Hosted by Faculty of Education, Prince Songkla University, Thailand.

Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language Teaching, 9(10), 60-80. https://doi.org/10.5539/elt.v9n10p60

Avcı, M. (2023). Analyzing the effects of the flipped classroom method on counseling students’ competencies and effective counseling characteristics in ethics class. British Journal of Guidance & Counselling, 52, 81 - 93. https://doi.org/10.1080/03069885.2023.2170980

Bae, J., Yoo, H. S., & Lee, J. (2022). Identifying latent classes of self-esteem level, self-esteem stability, and internalized shame among Korean college students: Relations to self-handicapping behaviors. Personality and Individual Differences, 194, 1–6. https://doi.org/10.1016/j.paid.2022.111634

Bu, X., Wu, L., & Wang, H. (2021). Impact of college students' academic procrastination on subjective well-being. Social Behavior and Personality: an international journal, 49(7), 1-13.‏ DOI: https://doi.org/10.2224/sbp.9858

Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM–Mathematics Education, 55(1), 177-191.‏ https://doi.org/10.1007/s11858-022-01388-w

Doğan, Y., Batdı, V., & Yaşar, M. D. (2023). Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis. Research in Science & Technological Education, 41(1), 393-421.‏ https://doi.org/10.1080/02635143.2021.1909553

Ergulec, F., Kara, A. & Eren, E. (2022). The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination. Current Psychology. https://doi.org/10.1007/s12144-022-03136-5

Esmaili Far, M. S., Taghvaei Yazdi, M., & Niaz Azari, K. (2016). The effect of using the flipped classroom approach on learning science lessons for elementary school students. Shabak Journal, 2 (14), 21-26. [In Persian]

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Gall, M. D., Borg, W., &Vogal, J. (2000). Quantitative and Qualitative Research Methods in Educational Sciences and Psychology. Translated by: Khosravi, Zohreh, Kiamanesh, Alireza, Nasr, Ahmadreza, Bagheri, Khosro, Hamidreza Arizi, Mohammad Khair, Mahmoud Abolghasemi, Manijeh Yilagh, Shahni, Pakseresht, and Mohammad Jafar. Publishers: Tehran, Shahid Beheshti University, and Samt. [In Persian]

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Golmohammadnejad Bahrami, Gh., Yarigholi, B., & Modaber-Gheshlagh, S.(2010). The relationship between self-regulation and time management with academic neglect among high school students. School and Educational Psychology, 9(3), 181-198. [In Persian]. https://doi.org/10.22098/JSP.2020.1071

Gong, Z., Wang, L., & Wang, H. (2021). Perceived stress and internet addiction among Chinese college students: mediating effect of procrastination and moderating effect of flow. Frontiers in Psychology, 12, 632461.‏ https://doi.org/10.3389/fpsyg.2021.632461

Haghegh, M., & Nugroho, A. (2021). Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement. Journal of Educational Management and Instruction (JEMIN), 1(2), 92-101.‏

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‏Hamdan, M. K. K. H., Salleh, S. M., Shahrill, M., & Asamoah, D. (2022). Improving conceptual knowledge and soft skills among vocational students through inquiry-based learning in a flipped classroom. International Journal of Social Learning (IJSL), 2(2), 235-249.‏ https://doi.org/10.47134/ijsl.v2i2.140

Hamvai, C., Kiss, H., Vörös, H., Fitzpatrick, K. M., Vargha, A., & Pikó, B. F. (2023). Association between impulsivity and cognitive capacity decrease is mediated by smartphone addiction, academic procrastination, bedtime procrastination, sleep insufficiency, and daytime fatigue among medical students: a path analysis. BMC Medical Education, 23(1), 1-12.‏ https://doi.org/10.1186/s12909-023-04522-8

Jamebozorg, Z. (2023). Artificial intelligence and the human learning process: A systematic review of international experiences. Journal of Namibian Studies: History, Politics, Culture, 34, 7164-7184. https://doi.org/10.59670/jns.v34i.2970

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Jamila, E. (2021). Implementing a flipped classroom structure in engineering education to improve the soft skills. Journal of Engineering Education Transformations, 33(3), 75-83. https://doi.org/10.16920/jeet/2020/v33i3/147042

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Khayat, M., Hafezi, F., Asgari, P. & Talebzadeh. Sh. M. (2020).Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination among University Students. J Med Edu., 19(3), e110069. https://doi.org/10.5812/jme.110069.

Khazaei, A., Nili, M. R., Zarei Zvarki, E., & Delavar, A. (2015). The effect of a flipped learning model-based educational package on students' metacognitive and problem-solving skills. Journal of Psychological Sciences, 21 (120), 2364-2347. [In Persian]

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Lee, J., Beatty, S., Feng, P., Hoffman, N., & McDermott, B. (2015). Traditional instruction reformed with flipped classroom techniques. Journal of Educational Technology, 2(25), 120-135. http://hdl.handle.net/1880/50494.

Liu, G., Gang, Ch., Hu, J., Pan, Y., & Zhao, Sh. (2020). Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model. Frontiers in Psychology.

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Ma, X., Li, Z., & Lu, F. (2023). The influence of stressful life events on procrastination among college students: multiple mediating roles of stress beliefs and core self-evaluations. Frontiers in Psychology, 14(2), 1104057. https://doi.org/10.3389/fpsyg.2023.1104057

McNally, B., Chipperfield, J., Dorsett, P., & et al. (2017). Flipped classroom experiences: student preferences and flip strategy in a higher education context. High Educ, 73(2), 281–298. https://doi.org/10.1007/s10734-016-0014-z.

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Moradi Doliskani, M., Younespour Essalou, Z., & Moradi, R. (2014). The effect of the flipped classroom teaching method on academic self-efficacy and self-directed learning of students in an English language course. Scientific-Research Bimonthly Educational Strategies in Medical Sciences, 15 (1), 10-18. [In Persian]

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Nacaroğlu, O., & Bektaş, O. (2023). The effect of the flipped classroom model on gifted students’ self-regulation skills and academic achievement. Thinking Skills and Creativity, 47, 101244.‏ https://doi.org/10.1016/j.tsc.2023.1012.

Núñez, J. C., Freire, C., Ferradás, M. D. M., Valle, A., & Xu, J. (2023). Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping. Current Psychology, 42(6), 4350-4361.‏

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Razm, F., Hafezi, F., Marashian, F. S., Naderi, F., & Dasht-e-Bozorgi, Z. (2014). Investigating the effectiveness of flipped learning on information literacy and academic engagement of female students in the second year of secondary education. Sociology of Education, 8(1), 255-265. [In Persian]

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Robinson, D., Suhr, J., Buelow, M., & Beasley, C. (2023). Factors related to academic self-handicapping in Black students attending a predominantly White University. Social Psychology of Education, 12(23)18-32.‏ https://doi.org/ 10.1007/s11218.

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Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2023). Efficiency of the flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 31(2), 1077–1088.

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Tian, X., Liu, X., Xiao, Z. & Lin, Q. (2023). Undergraduates’ Negative Emotion and Academic Procrastination during COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator. Psychology research and behavior management, 21(2). 3151-3169.‏ https://doi.org/ 10.2147/PRBM.S413738

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Tunggyshbay, M., Balta, N., & Admiraal, W. (2023). Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review. EURASIA Journal of Mathematics, Science and Technology Education, 19(6), em2283. https://doi.org/10.29333/ejmste/13258

Velaiti, E., Nili Ahmadabadi, M. R., Zarei Zvarki, E., Sharifi Daramdi, P., &Saadipour, E. (2016). The effect of educational multimedia designed based on cognitive load theory on learning, memorization, and motivation of academic achievement of students with intellectual disabilities in a science course. Research in Educational Systems, 10(34), 59-84. [In Persian]. https://doi.org/ 20.1001.1.23831324.1395.10.34.3.4.

Wyse, M. N. O., Machado, D. P., & Frare, A. B. (2023). Self-handicapping and academic path of undergraduate Business students. Revista Contabilidade & Finanças, 34, e1750.

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Xiu, Y., Moore, M. E., Thompson, P., & French, D. P. (2019). Student perceptions of lecture-capture video to facilitate learning in a flipped classroom. TechTrends, 63, 369-375.

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Young, T. P., Bailey, C. J., Guptill, M., Thorp, A. W., & Thomas, T. L. (2021). The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program.Western Journal of Emergency Medicine, 15(7), 938.

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Yurniwati, Y., & Utomo, E. (2020). Problem-based learning flipped classroom design for developing higher-order thinking skills during the COVID-19 pandemic in the geometry domain. In Journal of Physics: Conference Series, 1663(1), 012057.

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Zhai, X., Gu, J., Liu, H., Liang, J. C., & Tsai, C. C. (2017). An experiential learning

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