مقایسه اثربخشی مداخله مبتنی بر مصاحبه انگیزشی با مداخله شناختی–رفتاری با رویکرد دانشمندان مسلمان بر ملال تحصیلی و گرایش به تقلب تحصیلی دانش‌آموزان دوره دوم متوسطه

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Bagheri Hosseinabadi, F., & Yousefi, N. (2023). The Effectiveness of an Integrated Intervention Based on Motivational Interviewing and Metacognitive Skills on Academic Procrastination, Academic Resilience, and Achievement Motivation among Students with a History of School Refusal. Psychological Achievements, 30(2), 281-302. https://doi.org/10.22055/psy.2022.39605.2769

Bischof, G., Bischof, A., & Rumpf, H. J. (2021). Motivational Interviewing: An Evidence-Based Approach for Use in Medical Practice. Deutsches Ärzteblatt International, 118(7), 109-115. https://doi.org/10.3238/arztebl.m2021.0014

Chang, S., Bao, Y., Zhang, C., Xu, M., Huang, Y., & Xin, S. (2026). Reducing Academic Cheating through Growth Mindset: An Intervention Study and Mechanism Analysis. Frontiers in psychology, 17, 1684354. https://doi.org/10.3389/fpsyg.2026.1684354

Gholami, N., Zeinoddini Meymand, Z., & Rabbani, Z. (2024). Psychometric Properties of the Persian Version of the Academic Boredom Scale and Its Relationship with Academic Motivation. Rooyesh-e-Ravanshenasi Journal, 13(4), 215-224. http://frooyesh.ir/article-1-4931-fa.html

Hanh, N. V., & Duyen, N. T. (2025). AI-Assisted Academic Cheating: A Conceptual Model Based on Postgraduate Student Voices. Frontiers in Computer Science, 7, 1682190. https://doi.org/10.3389/fcomp.2025.1682190

Huang, D., Hash, N., Cummings, J. J., & Prena, K. (2025). Academic Cheating with Generative AI: Exploring a Moral Extension of the Theory of Planned Behavior. Computers and Education: Artificial Intelligence, 8, 100424. https://doi.org/10.1016/j.caeai.2025.100424

Mombeini, J., Abbaspour, Z., Sodani, M., & Farhadi Rad, H. (2025). Explaining the Process of Academic Boredom in Gifted Students: A Qualitative Study. Psychological Achievements. https://doi.org/10.22055/psy.2025.49747.3440

Munawar, K., Ravi, T., Jones, D., & Choudhry, F. R. (2025). Islamically Modified Cognitive Behavioral Therapy for Muslims with Mental Illness: A Systematic Review. Spirituality in Clinical Practice, 12(2), 161-178. https://doi.org/10.1037/scp0000338

Nerantzaki, K., Stavropoulou, G., & Daniilidou, A. (2026). Differentiating Trait-, Class-, and Study-Related Academic Boredom: Associations with Engagement and Performance. Psychology International, 8(1), 18. https://doi.org/10.3390/psycholint8010018

Nikdel, F., Kadivar, P., Farzad, V., Arabzadeh, M., & Kavousian, J. (2013). The Mediating Role of Academic Emotions in the Relationship between Achievement Goals and Self-Regulated Learning Strategies: A Structural Model. Studies in Learning and Instruction, 5(2), 113-136. https://doi.org/10.22099/jsli.2014.2018

Orciari, E. A., Perman-Howe, P. R., & Foxcroft, D. R. (2022). Motivational Interviewing-Based Interventions for Reducing Substance Misuse and Increasing Treatment Engagement, Retention, and Completion in Homeless Populations of High-Income Countries: An Equity-Focused Systematic Review and Narrative Synthesis. International Journal of Drug Policy, 100, 103524. https://doi.org/10.1016/j.drugpo.2021.103524

Rabbani, Z. (2017). Examining Factors Influencing Academic Cheating from a Motivational Perspective: Testing a Causal Model. Journal of Psychology, 21(1), 23-37.

Ranjbar, Z., Manzari Tavakoli, A., Soltani, A., & Hajipour, N. (2021). The Effectiveness of Islamic-Oriented Cognitive Behavioral Therapy on Students' Social Anxiety. Applied Issues in Islamic Education, 6(2), 7-30. https://sid.ir/paper/414037/fa

Salaudeen, T. S., & Yusuff, A. A. (2025). Integrating Islamic Principles into Cognitive Behaviour Therapy: A Holistic Approach to Mental Health. Journal of Institute of Africa Higher Education Research and Innovation, 5(1), 85-92. https://doi.org/10.59479/jiaheri.v5i1.107

Tempelaar, D., & Niculescu, A. (2023). Academic Boredom(s): A Person-Centered Investigation. Frontiers in Sociology, 8, 1190872. https://doi.org/10.3389/fsoc.2023.1190872

Vahedi, S., Yekanizad, A., Arjmandi, N., & Alizadeh, S. (2024). The Effectiveness of Islamic-Oriented Cognitive Behavioral Therapy on Dysfunctional Attitudes and Coping Styles among Students. Psychology and Religion, 17(4), 61-80. https://doi.org/10.22034/ravanshenasi.2024.5000529

Vo, T. T. B., Hoang, L. P., Nguyen, N. T. H., & Dinh, B. Q. (2025). Mitigating Academic Cheating through Innovations in Interdisciplinary and Transdisciplinary Teaching and Peer Assessment in Digital Educational Environments. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-02-2025-0043

Zainal Ariff, S. N. S. (2025). Integrating Cognitive Behavioral Therapy with Islamic Principles to Foster Psychological and Spiritual Well-Being. Jurnal Psikologi, 52(2), 118. https://doi.org/10.22146/jpsi.102133

Zhang, Q., Wang, J., & Houser, D. (2026). Perceived Differences in Parent-Child Education Expectations Increase Academic Cheating. International Economic Review, 67(2), 489-497. https://doi.org/10.1111/iere.70023

Zhao, L., Yang, X., & Lee, K. (2024). Academic Cheating, Achievement Orientations, and Cultural Values: A Meta-Analysis. Review of Educational Research, 95(6). https://doi.org/10.3102/00346543241288240