اثربخشی برنامۀ درسی شطرنج بر مهارت‌های شناختی و فراشناختی دانش‌آموزان دارای اهمال‌کاری تحصیلی

Aciego, R., García, L., & Betancort, M. (2012). The benefits of chess for the intellectual and social-emotional enrichment in schoolchildren. The Spanish Journal of Psychology, 15(2), 551–559. https://www.redalyc.org/pdf/172/17223158011.pdf

Aghuzumtsyan, R., & Poghosyan, S. (2014). The impact of chess lessons on formation and development of the students [PDF]. http://iccs.chessacademy.am/uploads/images/h_impact_of_chess_lessons_on_formation_and_development_of_the_students-article.pdf

Atashafrouz, A. (2019). The effectiveness of chess on problem-solving, working memory, and concentration of male high school students. Iranian Evolutionary Educational Psychology Journal, 1(4), 249–258. https://ieepj.hormozgan.ac.ir/article-1-125-en.pdf

Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation. Academic Press.

Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23(2), 207–217. https://doi.org/10.1080/00050068808255605

Bilalić, M., McLeod, P., & Gobet, F. (2009). Specialization effect and its influence on memory and problem solving in expert chess players. Cognitive Science, 33(6), 1117–1143. https://doi.org/10.1111/j.1551-6709.2009.01030.x

Bradley, R. (2018). Decision theory: A formal philosophical introduction. In S. O. Hansson & V. F. Hendricks (Eds.), Introduction to formal philosophy (pp. 611–655). Springer.

Brown, L. A., Brockmole, J. R., Gow, A. J., & Deary, I. J. (2012). Processing speed and visuospatial executive function predict visual working memory ability in older adults. Experimental Aging Research, 38(1), 1–19. https://doi.org/10.1080/0361073X.2012.636722

Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228. https://doi.org/10.1080/87565640801982312

Burgoyne, A. P., Sala, G., Gobet, F., Macnamara, B. N., Campitelli, G., & Hambrick, D. Z. (2016). The relationship between cognitive ability and chess skill: A comprehensive meta-analysis. Intelligence, 59, 72–83. https://doi.org/10.1016/j.intell.2016.09.001

Celone, J. (2001). The effects of a chess program on abstract reasoning and problem-solving in elementary school children [Master’s thesis, Southern Connecticut State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/7148434e319e242e05f2045606d1a326/1?pq-origsite=gscholar&cbl=18750&diss=y

Chase, L. (2003). Procrastination: The new master skill of time management. Agency Sales, 33(9), 60–62. https://www.proquest.com/docview/210984526?sourcetype=Trade%20Journals

Dauvergne, P. (2000). The case for chess as a tool to develop our children’s minds. https://www.nswjcl.org.au/Resources/Dauvergne/PD_paper.pdf

DellaVigna, S. (2009). Psychology and economics: Evidence from the field. Journal of Economic Literature, 47(2), 315–372. https://doi.org/10.1257/jel.47.2.315

Ezennaka, A. O., & Unachukwu, G. (2023). Effects of chess playing on the reflective thinking skill of the adolescent students in Anambra State secondary schools. Unizik Journal of Educational Research and Policy Studies, 16(1), 133–145. https://unijerps.org/index.php/unijerps/article/view/474

Ferrari, J. R., & Pychyl, T. A. (2000). The scientific study of procrastination: Where have we been and where are we going? [Foreword]. Journal of Social Behavior and Personality, 15(5), VII–VIII.

Ferro, M. (2012). Could study and play of chess improve social interactions? Report of an Italian case study. HMS International Journal for Mathematics in Education, 4. https://iris.unipa.it/retrieve/e3ad8916-96da-da0e-e053-3705fe0a2b96/Ferro_CIEAEM.pdf

Flavell, J. H. (1971). First discussant’s comments: What is memory development the development of? Human Development, 14(4), 272–278. https://doi.org/10.1159/000271221

Gliga, F., & Flesner, P. I. (2014). Cognitive benefits of chess training in novice children. Procedia – Social and Behavioral Sciences, 116, 962–967. https://doi.org/10.1016/j.sbspro.2014.01.328

Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world. American Educator, 27(1), 10–13.

Islam, A., Lee, W.-S., & Nicholas, A. (2021). The effects of chess instruction on academic and non-cognitive outcomes: Field experimental evidence from a developing country. Journal of Development Economics, 150, Article 102615. https://doi.org/10.1016/j.jdeveco.2020.102615

Janssen, T., & Carton, J. S. (1999). The effects of locus of control and task difficulty on procrastination. The Journal of Genetic Psychology, 160(4), 436–442. https://doi.org/10.1080/00221329909595394

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.029

Kljajic, K., Schellenberg, B. J., & Gaudreau, P. (2022). Why do students procrastinate more in some courses than in others and what happens next? Expanding the multilevel perspective on procrastination. Frontiers in Psychology, 12, Article 786249. https://doi.org/10.3389/fpsyg.2021.786249

Köksal, A. (2006). Eğitimde satranç [Chess in education]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi. [Missing volume, issue, and pages]

Luo, D., Thompson, L. A., & Detterman, D. K. (2006). The criterion validity of tasks of basic cognitive processes. Intelligence, 34(1), 79–120. https://doi.org/10.1016/j.intell.2005.05.001

Margulies, S. (1992). The effect of chess on reading scores: District nine chess program second year report. The American Chess Foundation. https://rknights.org/wp-content/uploads/margulies.pdf

Milat, M. (1997). The role of chess in modern education. https://www.kidchess.com/the-role-of-chess-in-modern-education/

Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249

Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia – Social and Behavioral Sciences, 69, 2299–2308. https://doi.org/10.1016/j.sbspro.2012.12.003

Munda, X., & Tiwari, V. K. (2024). The impact of academic procrastination on students’ performance in Indian school education systems: A special research analysis—Vision 2045. SSRN. https://doi.org/10.2139/ssrn.4832564

Neumann, J. v., & Morgenstern, O. (1953). Theory of games and economic behavior. Princeton University Press.

Oweini, A., & Harraty, N. (2005). The carrots or the stick: What motivate students [Unpublished manuscript]. Lebanese American University.

Panaoura, A., Philippou, G., & Christou, C. (2003). Young pupils’ metacognitive ability in mathematics. In Proceedings of the Third Conference of the European Society for Research in Mathematics Education (Group 3). http://www.erme.tu-dortmund.de/~erme/CERME3/Groups/TG3/TG3_Panaoura_cerme3.pdf

Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32(6), 573–589. https://doi.org/10.1016/j.intell.2004.06.005

Rodic, M., Zhou, X., Tikhomirova, T., Wei, W., Malykh, S., & Ismatulina, V. (2015). Cross-cultural investigation into cognitive underpinnings of individual differences in early arithmetic. Developmental Science, 18(1), 165–174. https://doi.org/10.1111/desc.12204

Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.04.004

Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2011). Modeling a cascade of effects: The role of speed and executive functioning in preterm/full-term differences in academic achievement. Developmental Science, 14(5), 1161–1175. https://doi.org/10.1111/j.1467-7687.2011.01065.x

Sakeer, A., & Selliah, J. (2022). Impact of playing chess on cognitive skills in schools under chess association of Ampara District, Sri Lanka. European Journal of Physical Education and Sport Science, 9(1), 43–60. https://oapub.org/edu/index.php/ejep/article/view/4479

Sala, G., & Gobet, F. (2016). Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis. Educational Research Review, 18, 46–57. https://doi.org/10.1016/j.edurev.2016.03.002

Scholz, M., Niesch, H., Steffen, O., Ernst, B., Loeffler, M., Witruk, E., & Schwarz, H. (2008). Impact of chess training on mathematics performance and concentration ability of children with learning disabilities. International Journal of Special Education, 23(3), 138–148. https://files.eric.ed.gov/fulltext/EJ833690.pdf

Gindi, S., & Pilpel, A. (2020). Pièce touchée! The relationship between chess-playing experience and inhibition. Psychology in Russia: State of the Art, 13(1), 133–146. https://psychologyinrussia.com/volumes/pdf/2020_1/Psychology_1_2020_133-146_Gindi.pdf

Subia, G. S. (2020). Treasure chess: Worthy contributions of the game in the lives of student champions. The Normal Lights, 14(1). https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/1498

Subia, G. S., Amaranto, J. L., Amaranto, J. C., Bustamante, J. Y., & Damaso, I. C. (2019). Chess and mathematics performance of college players: An exploratory analysis. Open Access Library Journal, 6(2), 1–7. https://doi.org/10.4236/oalib.1105202

Tachie, S. A., & Ramathe, J. M. (2022). Metacognition application: The use of chess as a strategy to improve the teaching and learning of mathematics. Education Research International, 2022, Article 6257414. https://doi.org/10.1155/2022/6257414

Tikhomirova, T. (2017). Spatial thinking and memory in Russian high school students with different levels of mathematical fluency. Procedia – Social and Behavioral Sciences, 237, 1260–1264. https://doi.org/10.1016/j.sbspro.2017.02.192

Tikhomirova, T., Malykh, S., Tosto, M., & Kovas, Y. (2014). Cognitive characteristics and mathematical achievement in high school students: Cross-cultural analyses. Psychological Journal. https://research.gold.ac.uk/id/eprint/20678/

Unterrainer, J. M., Kaller, C. P., Halsband, U., & Rahm, B. (2006). Planning abilities and chess: A comparison of chess and non-chess players on the Tower of London task. British Journal of Psychology, 97(3), 299–311. https://doi.org/10.1348/000712605X72034

Van Der Sluis, S., Van Der Leij, A., & De Jong, P. F. (2005). Working memory in Dutch children with reading- and arithmetic-related LD. Journal of Learning Disabilities, 38(3), 207–221. https://doi.org/10.1177/00222194050380030201

Velea, T., & Cojocaru, V. (2018). The effect of playing chess on focused attention. European Proceedings of Social and Behavioural Sciences, 55. https://www.researchgate.net/publication/331153773_The_Effect_Of_Playing_Chess_On_Focused_Attention

Verbitskaya, L. A., Malykh, S. B., Zinchenko, Y. P., & Tikhomirova, T. N. (2015). Cognitive predictors of success in learning Russian. Psychology in Russia: State of the Art, 8(4), 91–100. https://psychologyinrussia.com/volumes/?article=4178

Verbitskaya, L. A., Zinchenko, Y. P., Malykh, S. B., Gaidamashko, I. V., Kalmyk, O. A., & Tikhomirova, T. N. (2020). Cognitive predictors of success in learning Russian among native speakers of high school age in different educational systems. Psychology in Russia: State of the Art, 13(2), 2–15. https://psychologyinrussia.com/volumes/index.php?article=8522

Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–187. https://doi.org/10.1037/0022-0663.95.1.179