نقش میانجیگری امید تحصیلی و خودکارآمدی تحصیلی در رابطه بین انتظارات تحصیلی ادراک شده والدین و بهزیستی تحصیلی دانش آموزان

Arbezi, M., & Foolad Chang, M. (2022). The relationship between academic hope and academic well-being during virtual education: Investigating the mediating role of academic self-regulation. Instruction and Evaluation, 15(59), 93-122.  https://doi.org/10.30495/JINEV.2023.1967559.2770 [In Persian].

Bahar, Y., Murdiana, S., & Rifani, R. (2024, February). Academic burnout from various sources of social support in undergraduate psychology students. In ISPsy 2023: Proceedings of the 6th International Seminar on Psychology, ISPsy 2023, 18-19 July 2023, Purwokerto, Central Java, Indonesia (p. 323). European Alliance for Innovation. http://dx.doi.org/10.4108/eai.18-7-2023.2343405

Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth's academic competence. Journal of Educational Psychology, 99(1), 140. https://doi.org/10.1037/0022-0663.99.1.140

Berry, C., Acharya, N., & Crowter, L. (2024). The light at the end of the tunnel? A systematic review of higher education student experiences of hope. Plos One, 19(6). https://doi.org/10.1371/journal.pone.0304596

Cheng, Y. C. (2024). A hypothetic model for examining the relationship between savoring, imagination, perceived hope and resilience: A study of Taiwanese principals. Psychology in the Schools, 61(4), 1491-1513. https://doi.org/10.1002/pits.23124

Dagdag, J. D., Palapuz, N. A., & Calimag, N. A. (2021). Predictive ability of problem-solving efficacy sources on mathematics achievement. International Journal of Evaluation and Research in Education, 10(4), 1185-1191. http://doi.org/10.11591/ijere.v10i4.21416

Dewi, S., Wahyuni, S., Prasetiyo, S., & Alfaruq, M. (2023). Analysis of factors associated with self-efficacy in helping victims of drowning in the Kalimas River-Indonesia. Critical Medical and Surgical Nursing Journal, 12(2), 39-44. https://doi.org/10.20473/cmsnj.v12i2.49881

Di Maggio, I., Ginevra, M. C., Santilli, S., Nota, L., & Soresi, S. (2020). The role of career adaptability, the tendency to consider systemic challenges to attain a sustainable development, and hope to improve investments in higher education. Frontiers in Psychology, 11, 1926. https://doi.org/10.3389/fpsyg.2020.01926

Flesia, L., Adeeb, M., Waseem, A., Helmy, M., & Monaro, M. (2023). Psychological distress related to the COVID-19 pandemic: The protective role of hope. European Journal of Investigation in Health, Psychology and Education, 13(1), 67-80. https://doi.org/10.3390/ejihpe13010005

Frankl, V. E. (1992). Man's search for meaning: An introduction to logo therapy (4th ed.) (l.Lasch, Trans.).Beacon Press

Hasanpour, E., Soltani, A., Zeinadini, Z., & Manzari Tavakoli, A. (2020). Predicting academic well-being based on academic stress and personality traits. Middle Eastern Journal of Disability Studies, 10(1), 70. [In Persian].

Hojjat, M. (2021). Prediction of academic resilience based on academic expectations and the mediating role of support among female senior high school students in District 2 of Ahvaz [Master's thesis, Payame Noor University of Behbahan]. [In Persian]

Indreswari, H., Probowati, D., & Rachmawati, I. (2024). Psychological well-being and student academic burnout. Jurnal Kajian Bimbingan Dan Konseling, 7(3), 13. https://doi.org/10.17977/um001v7i32022p138-149

Jacob, M. J. (2010). Parental expectations and aspirations for their children’s educational attainment: An examination of the college-going mindset among parents. A Dissertation Submitted to the Faculty of the Graduate School of the University of Minnesota

Jacobs, J. E., Chhin, C. S., & Bleeker, M. M. (2006). Enduring links: Parents' expectations and their young adult children's gender-typed occupational choices. Educational Research and Evaluation, 12(4), 395-407. https://doi.org/10.1080/13803610600765851

Jahan, F., & Mehrafzoon, D. (2019). Effectiveness of pygmalion effect-based education of teachers on the students’ self-efficacy and academic engagement. Iranian Journal of Learning & Memory, 1(4), 17-22. https://doi.org/10.22034/iepa.2019.89167

Jalilian, F., Emdadi, S., Karimi, M., Barati, M., & Gharibnavaz, H. (2012). Depression among collage students the role of general self-efficacy and perceived social support. Avicenna Journal of Clinical Medicine, 18(4), 60-66. [In Persian].

Jodl, K. M., Michael, A., Malanchuk, O., Eccles, J. S., & Sameroff, A. (2001). Parents' roles in shaping early adolescents' occupational aspirations. Child Development, 72(4), 1247-1266. https://doi.org/10.1111/1467-8624.00345

Kim, Y., Huang, J., Sherraden, M., & Clancy, M. (2017). Child development accounts, parental savings, and parental educational expectations: A path model. Children and Youth Services Review, 79, 20-28. https://doi.org/10.1016/j.childyouth.2017.05.021

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308

Lawrence, K. (2023). Learning efficacy, academic goal setting, and burnout of adolescent learners in the post-pandemic era. E-Journal of Humanities Arts and Social Sciences, 624-637. https://doi.org/10.38159/ehass.202345311

Lu, H., Nie, P., & Sousa-Poza, A. (2021). The effect of parental educational expectations on adolescent subjective well-being and the moderating role of perceived academic pressure: Longitudinal evidence for China. Child Indicators Research, 14(1), 117-137. https://doi.org/10.1007/s12187-020-09750-8

Luo, Q., Chen, L., Yu, D., & Zhang, K. (2023). The mediating role of learning engagement between self-efficacy and academic achievement among Chinese college students. Psychology Research and Behavior Management, 1533-1543. https://doi.org/10.2147/PRBM.S401145

Ma, Y., Siu, A., & Tse, W. S. (2018). The role of high parental expectations in adolescents’ academic performance and depression in Hong Kong. Journal of Family Issues, 39(9), 2505-2522. https://doi.org/10.1177/0192513X18755194

McCarthy, J., Higgins, A., McCarthy, B., Flynn, A. V., & Gijbels, H. (2023). Family members' perspectives of hope when supporting a relative experiencing mental health problems. International Journal of Mental Health Nursing, 32(5), 1405-1415. https://doi.org/10.1111/inm.13185

McIlroy, D., & Bunting, B. (2002). Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Contemporary Educational Psychology, 27(2), 326-337. https://doi.org/10.1006/ceps.2001.1086

Meng, Q., & Zhang, Q. (2023). The influence of academic self-efficacy on university students’ academic performance: The mediating effect of academic engagement. Sustainability, 15(7), 5767. https://doi.org/10.3390/su15075767

Mih, V., & Mih, C. (2022). The role of parental educational expectations on adolescent school adjustment in Romanian rural setting, the mediating effects of adolscents' belief system and engagement. Journal of Psychological and Educational Research, 30(1), 23-43.

Moradi, M., Soleimani, A., Shahabzadeh, S., Sabaghian, H., & Dehghanizadeh, M. (2017). Testing for the factor structure and measurement of internal consistencyof the Irani Version of Academoic Well-Being Questionnaire, Educational Measurement, 7(26), 123-148. https://doi.org/10.22054/jem.2017.476.1018 [In Persian].

Muhonen, H., Pakarinen, E., Poikkeus, A. M., Lerkkanen, M. K., & Rasku-Puttonen, H. (2018). Quality of educational dialogue and association with students’ academic performance. Learning and Instruction, 55, 67-79. https://doi.org/10.1016/j.learninstruc.2017.09.007

Najafi, S. M., & Mohammadrezaei, A. (2019). Psychometric properties of the McIlroy & Bunting Academic Self-Efficacy Scale. The Third National Conference on Psychology, Education, and Lifestyle. [In Persian].

Narayanan, K. B., & Alias, A. P. (2024). Perceived parental expectations, academic self-concept and academic burnout among undergraduate science students. International Journal of Indian Psychȯlogy, 12(1).721-733. https://doi.org/10.25215/1201.068

Nishide, A. (2024). Association between parental psychological factors and vegetable intake in children with intellectual disabilities in Japan: A cross-sectional study. In Proceedings of the International Conference on Public Health, 8(2).28-36. https://doi.org/10.17501/24246735.2023.8204%20%20

O’Donnell, A. W., Redmond, G., Arciuli, J., Robinson, S., Skattebol, J., Raghavendra, P. & Emerson, E. (2022). The association between parental educational expectations and school functioning among young people with disabilities: A longitudinal investigation. Exceptional Children, 89(1), 60-78. https://doi.org/10.1177/00144029221087392

Octaviani, M. T., Yandri, H., & Juliawati, D. (2023). Academic burnout: do college studnts who join organizations expecting it?. Counsenesia Indonesian Journal of Guidance and Counseling, 4(2), 96-103.  https://doi.org/10.36728/cijgc.v4i2.2651

Ouyang, Y., Ouyang, Z., & Xu, X. (2023). Parental and adolescent educational expectations and adolescent problem behaviors: The role of deviant peer affiliations. International Journal of Environmental Research and Public Health, 20(3), 2005. https://doi.org/10.3390/ijerph20032005

Pande, R. D. D., Lubis, D. S., & Lesmana, C. B. J. (2023). Nurses self-efficacy caring for COVID-19 patients: A qualitative study. Nursing and Health Sciences Journal (NHSJ), 3(1), 37-45. https://doi.org/10.53713/nhs.v3i1.153

Pecherkina, A. A., Borisov, G. I., & Katkalo, K. D. (2023). Factors contributing to the emotional well-being of schoolchildren. Perspectives of Science and Education, 65(5), 536-548. https://doi.org/10.32744/pse.2023.5.31

Peleg, O., Deutch, C., & Dan, O. (2016). Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self. Learning and Individual Differences, 49, 428-436. https://doi.org/10.1016/j.lindif.2016.06.010

Rimpelä, A., Kinnunen, J. M., Lindfors, P., Soto, V. E., Salmela-Aro, K., Perelman, J. & Lorant, V. (2020). Academic well-being and structural characteristics of peer networks in school. International Journal of Environmental Research and Public Health, 17(8), Article 2848. https://doi.org/10.3390/ijerph17082848

Rosenthal, R., & Jacobson, L. (1992). Pygmalion in the classroom. Expanded, Irvington pub.

Sasikala, S., & Karunanidhi, S. (2011). Development and validation of perception of parental expectations inventory. Journal of the Indian Academy of Applied Psychology, 37(1), 114-124.

Sohrabi Shegefti, N., & Samani, S. (2011). Psychometric properties of the academic hope scale: Persian form. Procedia-Social and Behavioral Sciences, 30, 1133-1136. https://doi.org/10.1016/j.sbspro.2011.10.221

Shen, W., Hannum, E., & Cherng, H. Y. S. (2025). Adaptive educational expectations: How do parental educational expectations respond to child academic performance in various family contexts? Social Science Research, 125. https://doi.org/10.1016/j.ssresearch.2024.103097

Shorey, H. S., & Snyder, C. R. (2004). Development and validation of the Domain Hope Scale Revised. Unpublished manuscript, University of Kansas, Lawrence, Kansas.

Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling & Development, 73(3), 355-360. https://doi.org/10.1002/j.1556-6676.1995.tb01764.xDigital Object Identifier (DOI)

Song, Y., Wu, J., Zhou, Z., Tian, Y., Li, W., & Xie, H. (2024). Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis. Frontiers in Psychology, 15, 1288644. https://doi.org/10.3389/fpsyg.2024.1288644

Truba, H., Boyko, Y., Rakhimova, O., Kambalova, Y., & Shevchuk, V. (2022). Psycholinguistic dimensions of personal interaction between subjects of educational space in the context of the covid-19 pandemic. Revista Tempos e Espaços em Educação, 15(34). https://doi.org/10.20952/revtee.v15i34.17422

Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and individual differences, 22(3), 290-305. https://doi.org/10.1016/J.LINDIF.2012.01.002

Vantieghem, W., Vermeersch, H., & Van Houtte, M. (2014). Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy. Contemporary Educational Psychology, 39(4), 369-378. https://doi.org/10.1016/j.cedpsych.2014.10.001

Visoso, C. (2024). Self-Efficacy Literature review: Graduate students. Open Journal of Social Sciences, 12(3), 105-118. https://doi.org/10.4236/jss.2024.123010

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of Achievement Motivation. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (6th ed., pp. 933–1002). John Wiley & Sons

Wu, X. (2025). A study of the relationship between parental expectations and adolescents' academic achievement in the perspective of positive psychology. Education Research, 2(1), 14-20. https://doi.org/10.70267/ER20251420

Yaghoobi, A., Amirabadi, Z., Afzali, A., & Zoghipaidar, M. R. (2026). Construction and validation of Perceived Parental Academic Expectations Questionnaire. Research in School and Virtual Learning, 14(1), 21-34.  https://doi.org/10.30473/ETL.2026.75959.4503 [In Persian].

Yaghoobi, A., & Ghalayi, B. (2014). Evaluation of causal model of relationship between educational background, self-efficacy, performance goals and academic achievement among university students, Quarterly Journal of Research in Educational Systems, 7(23), 95. [In Persian].

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. School Psychology and Institutions, 9(2), 169-189.  https://doi.org/10.22098/JSP.2020.947 [in Persian].

Yan, W., Huang, Q., Wang, Y., Ni, Z., Peng, K., & Zhang, P. (2024). Hope as the mediator in the relation between resilience and life satisfaction among Tibetan Orphans. SAGE Open, 14(2). https://doi.org/10.1177/21582440241252003

 Yin, X., Jia, S., Shao, Y., & Zhang, L. (2025). The impact of parental educational expectations on subjective well-being among adolescents: The serial mediating role of self-efficacy and learning engagement. BMC psychology, 13(1), 1-11. https://doi.org/10.1186/s40359-025-02669-1

Zammitti, A., Guarnera, M., Santilli, S., & Magnano, P. (2025). Who are the models of self-efficacy? Research with students of different ages. Journal of Psychologists and Counsellors in Schools. https://doi.org/10.1177/20556365251320512

Zhao, Y., Niu, J., Huang, J., & Meng, Y. (2024). A bifactor representation of the Center for Epidemiological Studies Depression Scale for children: gender and age invariance and implications for adolescents’ social and academic adjustment. Child and Adolescent Psychiatry and Mental Health, 18(1), 27. https://doi.org/10.1186/s13034-024-00717-z