اثربخشی آموزش تنظیم هیجان بر تنظیم هیجانی، تعادل عاطفی و هوش سیال ماهر دانش‌آموزان پسر دارای اختلال نقص توجه دوره دوم ابتدایی شهر تهران

Arikan, G., & Kumru, K. (2023). A person-based approach to emotion socialization in toddlerhood: Individual differences in maternal emotion regulation, mental health, and parental sense of competence. Scientific reports, 13(1), 13606.

Fani, S., Zolfi, V., & Karimi, M. (2022). The effectiveness of emotion regulation strategies training on components of academic procrastination and academic performance among female upper-elementary students. Educational and Scholastic studies, 11(1), 255-278.

Friedman, N., & Robbins, T. (2022). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 47(1), 72-89.

Ghanjali, M., Saadati Shamir, A., & Asaseh, M. (2022). Inquiry factors affecting parents' compatibility with autism child. Journal of Psychological Science, 21(117), 1867-1878. https://psychologicalscience.ir/article-1-1599-fa.html

Ghayebi Mehmandoost, M. R., Ghadami, M., Seadatee Shamir, A., & Rezaei, S. (2021). Developing a model of professional competencies and competencies of school principals based on successful managerial intelligence with the mediating role of personality intelligence. Journal of Psychology of Exceptional Individuals, 11(42), 83-110.

Hafez-Shaarbaf, R., Ghanbari-Hashemabadi, B., & Alidousti, F. (2022). The effectiveness of emotion-focused training based on the HMT-LMG approach on emotion regulation and parent-adolescent conflict among female students. Clinical Psychology and Counseling Research, 12(1), 42-61.

Jahangard, H., Ghorban Jahromi, R., Dortaj, F., & Seadatee Shamir, A. (2022). The mediating role of attitudes toward learning and tolerance of ambiguity in the relationship between the need for cognition and the need for closure on the working memory of high school students. Educational Psychology, 18(63), 31-58. https://doi.org/10.22054/jep.2022.65508.3542

Khaleghi Tabar, S., Kashani Vahid, L., Seadatee Shamir, A., & Abolmaali Al-Hosseini, K. (2022). The effect of successful intelligence model training on tolerance of ambiguity, self-regulatory learning strategies, and social adjustment of female students. medical journal of mashhad university of medical sciences, 65(3), 1356-1372.

Kinkead, A., & Salas Riquelme, C. (2022). Correction: Emotional interdependence: The key to studying extrinsic emotion regulation. Psicologia: Reflexão e Crítica, 35, 36.

Kokonyei, G., Kovacs, L. N., Szabo, J., & Urban, R. (2024). Emotion regulation predicts depressive symptoms in adolescents: A prospective study. Journal of youth and adolescence, 53(1), 142-158.

Liu, D. Y., Strube, M. J., & Thompson, R. J. (2024). Do emotion regulation difficulties in depression extend to social context? Everyday interpersonal emotion regulation in current and remitted major depressive disorder. Journal of Psychopathology and Clinical Science, 133(1), 61-75.

Marzi, S., & Seadatee Shamir, A. (2019). The role of self-efficacy and happiness in predicting self-criticism/reassurance among teachers. Rooyesh, 8(5), 153-162.

Moeinzadeh, N., Souri, A., & Seadatee Shamir, A. (2025). Comparison of the Effectiveness of Compassion-Based and Mindfulness-Based Therapies on Dysfunctional Communication Beliefs in Women with Multiple Sclerosis. Iranian Journal of Neurodevelopmental Disorders, 4(2), 1-10. https://maherpub.com/jndd/article/view/538

Morovat, K., Dortaj, F., Seadatee Shamir, A., & Abolmaali Alhosseini, K. (2022). The lived experience of experts in economic intelligence: A phenomenological study. Journal of Psychological Science, 21(115), 1391-1408.

Nazari, M., Seadatee Shamir, A., Bagheri Noaparast, K., & Rezaei, S. (2021). Identifying the scientific and philosophical foundations of educating gifted students in Finland and Iran and providing a pattern for Iran. Educational Psychology, 17(61), 77-103. https://doi.org/10.22054/jep.2021.62013.3400

Partovi Pirooz, L., Jomehri, F., Seadatee Shamir, A., & Hasani, J. (2022). Structural model of health anxiety based on intolerance of uncertainty and anxiety sensitivity with mediating the role of rumination in college students. Journal of Adolescent and Youth Psychological Studies, 3(2), 278-290.

Rahpeyma Aghmiuni, S., Dortaj, F., Seadatee Shamir, A., & Abolmaali, K. (2021). Exploring and identifying the components of teacher-child interaction process quality: Qualitative research. Journal of Child Mental Health, 8(2), 62-77.

Ramos, A., Vaz, A. R., Rodrigues, T., Baenas, I., & Fernandez-Aranda, F. (2024). Exploring the relationship between emotion regulation, inhibitory control, and eating psychopathology in a non-clinical sample. European Eating Disorders Review, 32(1), 66-79.

Roghani, F., Seadatee Shamir, A., Abdollahpour, A., & Hashemi, N. (2024a). The effectiveness of the Maher fluid intelligence psychoeducational intervention package on cognitive emotion regulation in children with attention-deficit/hyperactivity disorder. Psychological Dynamics in Mood Disorders, 3(2), 189-202.

Roghani, F., Seadatee Shamir, A., Abdollahpour, M., & Hashemi, N. (2024b). The effectiveness of the Maher fluid intelligence psychoeducational intervention package on executive functions in children with attention-deficit/hyperactivity disorder. Sociology of Education, 10(2), 46-56.

Salari, M., & Seadatee Shamir, A. (2021). Construction and standardization of Passion Quotient Test in elementary students. Iranian Journal of Educational Sociology, 4(2), 188-194.

Schuenemann, L., Scherenberg, V., Salisch, M., & Eckert, M. (2022). I'll worry about it tomorrow: Fostering emotion regulation skills to overcome procrastination. Frontiers in psychology, 13, 780675.

Seadatee Shamir, A., & Mousavi Fazli, A. (2023). The effectiveness of perceptual skills training and Maher attention skills on reducing attention disorders in students with attention disorder. Quarterly Journal of Medicine and Quran, 7(3), 181-196.

Seadatee Shamir, A., Saniee, M., & Zare, E. (2019). Effectiveness of couple therapy by Gottman method on family function and marital adjustment in divorce applicant couples. ijrn, 5(2), 10-17.

Seadatee Shamir, A., & Zahmatkesh, Y. (2022). Introducing an instrument: Construction and standardization of the first version of the Maher Multifaceted Fluid Intelligence Test for children aged 7 to 9 years. Health and Education in Early Childhood, 3(2), 57-84.

Shams, S., Saadati Shamir, A., & Kazemi, A. S. (2025). Maher Crystallized Multiple Intelligence Test (MMCTI): Standardization for the 4 to 6 Year Age Group. Sociology of Education, 11(2), 1-16. https://doi.org/10.61838/qecp.200

Shang, C., Zhang, Q., Pang, X., Wei, Y., Huang, Y., & Cui, L. (2024). Emotion beliefs, emotion regulation strategies, and test anxiety of Chinese adolescents in grade 8: Evidence from physiological recordings during an exam. Stress and Health, 40(4), e3376. https://doi.org/10.1002/smi.3376

Sternberg, R. J. (2022). The vexing problem of dark giftedness. Gifted Education International. https://doi.org/10.1177/02614294221110459

Sternberg, R. J. (2023). Toxic giftedness. Roeper Review, 45(1), 61-73. https://doi.org/10.1080/02783193.2022.2148311

Taheri, F., Dortaj, F., Delavar, A., & Seadatee Shamir, A. (2019). The effectiveness of mindfulness program on academic engagement: The mediating roles of academic stress and academic burnout. Journal of Psychological Studies, 14(4), 157-174. https://doi.org/10.22051/psy.2019.22600.1749

Tng, G., & Yang, H. (2024). Social anxiety and emotion regulation flexibility: A daily diary approach. Cognition and Emotion, 38(2), 199-216.

Unda-Lopez, A., Osejo-Taco, G., Vinueza-Cabezas, A., Paz, C., & Hidalgo-Andrade, P. (2022). Procrastination during the COVID-19 pandemic: A scoping review. Behavioral Sciences, 12, 38.

Vazife, A., Seadatee Shamir, A., & Bahrami, H. (2020). Creating and standardizing the Creative Mind Test. Journal of Sociology of Education, 204-214.

Yang, S., Jing, L., He, Q., & Wang, H. (2024). Fostering emotional well-being in adolescents: The role of physical activity, emotional intelligence, and interpersonal forgiveness. Frontiers in psychology, 15, 1408022. https://doi.org/10.3389/fpsyg.2024.1408022

Yuan, Y., Zhou, A., Tang, T., Kang, M., Zhao, H., & Wang, Z. (2023). Short-term mindfulness intervention on adolescents' negative emotion under global pandemic. International Journal of Mental Health Promotion, 25(4), 563-577.

Zelli, M. H., Seadatee Shamir, A., & Kazemi, A. S. (2025). The effectiveness of the Maher Crystallized Intelligence psycho-educational intervention on increasing socio-cultural intelligence in second-grade elementary school students in Tehran. Sociology of Education, 10(3), 275-288. https://iase-jrn.ir/index.php/se/article/view/506