مجله اخلاق پزشکی - علمی پژوهشی

Pirsoul T, Parmentier M, Sovet L, Nils F. Emotional intelligence and career-related outcomes: A meta-analysis. Human Resource Management Review. 2023; 33(3): 1-53.

D'Amico A, Geraci A. Beyond emotional intelligence: The new construct of meta-emotional intelligence. Frontiers in Psychology. 2023; 14: 1096663.

Pérez-González JC, Saklofske DH, Mavroveli S. Trait emotional intelligence: Foundations, assessment and education. Madrid: Frontiers Media SA; 2020. p.608.

Quílez-Robres A, Usán P, Lozano-Blasco R, Salavera C. Emotional Intelligence and Academic Performance: A Systematic Review and Meta-Analysis. Thinking Skills and Creativity. 2023; 11(38): 1-14.

Baucom BR, Sheng E, Christensen A, Georgiou PG, Narayanan SS, Atkins DC. Behaviorally-based couple therapies reduce emotional arousal during couple conflict. Behaviour Research and Therapy. 2015; 72: 49-55.

Bru-Luna L, Martí-Vilar M, Merino-Soto C, Cervera-Santiago J. Emotional Intelligence Measures: A Systematic Review. Healthcare. 2021; 9(12): 1-36.

Mayer JD, Salovey P, Caruso DR. Emotional intelligence: New ability or eclectic traits? American Psychologist. 2008; 63(6): 503-517.

O'Connor PJ, Hill A, Kaya M, Martin B. The measurement of emotional intelligence: A critical review of the literature and recommendations for researchers and practitioners. Frontiers in Psychology. 2019; 10(24): 1-24.

Brackett MA, Salovey P. Measuring emotional intelligence with the Mayer-Salovery-Caruso emotional intelligence test (MSCEIT). Psicothema. 2006; 18(1): 34-41.

Umaru Y, Umma A. Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria. Journal of Education and Practice. 2015; 6(18): 164-169.

El-Adl A, Alkharusi H. Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences. 2020; 15(1): 104-111.

Wilson N, Stupnisky R. Assessing Motivation as Predictors of Academic Success in Collegiate Aviation Classrooms. The Collegiate Aviation Review International. 2021; 39(2): 200-217.

Bembenutty H. Sustaining motivation and academic delay of gratification: Analysis and applications. Theory Into Practice. 2022; 61(1): 75-88.

Puertas Molero P, Zurita Ortega F, Chacón Cuberos R, Castro Sánchez M, Ramírez Granizo IA, González Valero G. Emotional intelligence in the field of education: A meta-analysis. Anales de Psicologia. 2020; 36(1):84-91.

Parker JD, Summerfeldt LJ, Walmsley C, O'Byrne R, Dave HP, Crane AG. Trait emotional intelligence and interpersonal relationships: Results from a 15-year longitudinal study. Personality and Individual Differences. 2021; 169: 110013.

Bunce L, Lonsdale AJ, King N, Childs J, Bennie R. Emotional intelligence and self-determined behaviour reduce psychological distress: Interactions with resilience in social work students in the UK. The British Journal of Social Work. 2019; 49(8): 2092-2111.

Husk KE, Lewis JM. Higher degree of impostor characteristics relates to lower self‐perceived teaching ability and emotional intelligence. The Clinical Teacher. 2023; 5(20): 1-13.

Mudiono A. Teaching politeness for primary school students in Indonesia: Mediating role of self efficacy and self esteem of learners. Journal of Social Studies Education Research. 2019; 10(4): 427-445.

Dolev N, Leshem S. Developing emotional intelligence competence among teachers. Teacher Development. 2017; 21(1): 21-39.

Swearer SM, Wang C, Berry B, Myers ZR. Reducing bullying: Application of social cognitive theory. Theory into Practice. 2014; 53(4): 271-277.

Nocentini A, Colasante T, Malti T, Menesini E. In my defence or yours: Children’s guilt subtypes and bystander roles in bullying. European Journal of Developmental Psychology. 2020; 17(6): 926-942.

Salmivalli C. Bullying and the peer group: A review. Aggression and Violent Behavior. 2010; 15(2): 112-120.

Maunder RE, Crafter S. School bullying from a sociocultural perspective. Aggression and Violent Behavior. 2018; 38: 13-20.

Thornberg R, Wänström L, Jungert T. Authoritative classroom climate and its relations to bullying victimization and bystander behaviors. School Psychology International. 2018; 39(6): 663-680.

Oh I, Hazler RJ. Contributions of personal and situational factors to bystanders' reactions to school bullying. School Psychology International. 2009; 30(3): 291-310.

Salmivalli C. Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory into Practice. 2014; 53(4): 286-292.

Bussey K. The contribution of social cognitive theory to school bullying research and practice. Theory into Practice. 2023; 62(3): 293-305.

Wang X, Lei L, Liu D, Hu H. Moderating effects of moral reasoning and gender on the relation between moral disengagement and cyberbullying in adolescents. Personality and Individual Differences. 2016; 98: 244-249.

Malti T, Gasser L, Gutzwiller‐Helfenfinger E. Children's interpretive understanding, moral judgments and emotion attributions: Relations to social behaviour. British Journal of Developmental Psychology. 2010; 28(2): 275-292.

Yang JP, Wang XC. Effect of moral disengagement on adolescents' aggressive behavior: Moderated mediating effect. Acta Psychologica Sinica. 2012; 44(8): 1075-1085.

Daniels DM. Ethical leadership and moral reasoning: An empirical investigation. Florida: Nova Southeastern University; 2009.

Fernandez-Berrocal P, Extremera N. About emotional intelligence and moral decisions. Behavioral and Brain Sciences. 2005; 28(4): 548-549.

Rietti S. Emotional intelligence and moral agency: Some worries and a suggestion. Philosophical Psychology. 2009; 22(2): 143-165.

Cheng C. The predictive effects of self-esteem, moral self and moral reasoning on delinquent behaviors of Hong Kong young people. International Journal of Criminology and Sociology. 2014; 3: 133-145.

Negi SK, Rajkumari Y, Rana M. A deep dive into metacognition: Insightful tool for moral reasoning and emotional maturity. Neuroscience Informatics. 2022; 2(4): 100096.

Souri H, Kadivar P, Hafezi H, Hasanvand Amouzadeh M. Psychometric Properties of the Persian Version of the Participant Role Scales in Bullying School. Educational and Scholastic Studies. 2022; 11(2): 696-675. [Persian]

Xie H, Ngai SSY. Participant roles of peer bystanders in school bullying situations: Evidence from Wuhan, China. Children and Youth Services Review. 2020; 110: 104762.

Pouwels JL, Lansu TA, Cillessen AH. Adolescents’ explicit and implicit evaluations of hypothetical and actual peers with different bullying participant roles. Journal of Experimental Child Psychology. 2017; 159: 219-241.

Thornberg R, Jungert T. Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence. 2013; 36(3): 475-483.

Gungordu N, Nabizadehchianeh G, O’Connor E, Ma W, Walker DI. Moral reasoning development: norms for Defining Issue Test-2 (DIT2). Ethics & Behavior. 2023; 33(7): 1-18.

van Goethem AA, van Hoof A, van Aken MA, Raaijmakers QA, Boom J, de Castro BO. The role of adolescents’ morality and identity in volunteering. Age and gender differences in a process model. Journal of Adolescence. 2012; 35(3): 509-520.

Navarro-Roldán CP, Mateus-Gómez S, Botero Ruge C, Velez G. Validity and reliability of Spanish version of the EQ-i: YV [S] in Colombian children and youth. International Journal of Psychological Research. 2023; 16(1): 29-40.

McCrimmon AW, Bernier AS, McLeod J, Pagaling R, Montgomery JN, Kingston S, et al. Factor Structure of the Bar-On Emotional Quotient Inventory in Youth on the Autism Spectrum. Journal of Psychoeducational Assessment. 2023; 41(6): 657-670.

Tommasi M, Sergi MR, Picconi L, Saggino A. The location of emotional intelligence measured by EQ-i in the personality and cognitive space: Are there gender differences? Frontiers in Psychology. 2023; 13: 985847.

Davis SK, Wigelsworth M. Structural and predictive properties of the emotional quotient inventory youth version-short form (EQ-i: YV [S]). Journal of Personality Assessment. 2018; 100(2): 197-206.

Bar-On R. The Bar-On model of emotional-social intelligence (ESI) 1. Psicothema. 2006; 18(1): 13-25.

Lopez-Zafra E, Ramos-Álvarez MM, El Ghoudani K, Luque-Reca O, Augusto-Landa JM, Zarhbouch B, et al. Social support and emotional intelligence as protective resources for well-being in Moroccan adolescents. Frontiers in Psychology. 2019; 10: 1529.

Parker JD, Keefer KV, Wood LM. Toward a brief multidimensional assessment of emotional intelligence: Psychometric properties of the Emotional Quotient Inventory-Short Form. Psychological Assessment. 2011; 23(3): 762-777.

Gartani W, Zarhbouh B. Relationship between Measures of Emotional Intelligence and Alexithymia among Moroccan Students. Pakistan Journal of Psychological Research. 2023; 38(1): 83-95.

Davari A, Rezazadeh A. Structural Equation Modeling with PLS Software. Tehran: Jihaddaneshgahi Publishing Organization; 2014. Vol.1 p.274.

Ringle CM, Sarstedt M, Mitchell R, Gudergan SP. Partial least squares structural equation modeling in HRM research. The International Journal of Human Resource Management. 2020; 31(12): 1617-1643.

Tenenhaus G. Applying Partial Least Squares in Tourism and Hospitality Research. Training and Development. 2018; 14(1): 233-233.