الف. فارسی
افشاریزاده، سیداحسان؛ کارشکی، حسین و ناصریان، حمید. (1392). بررسی ویژگیهای روانسنجی پرسشنامه خودپنداره تحصیلی دانشآموزان دبستانی شهر تهران. فصلنامه روشها و مدلهای روانشناختی، 3(11)، 53-66.
بارانی، حمید؛ درخشان، معراج و انارینژاد، عباس. (1398). جو عاطفی خانواده و بیصداقتی تحصیلی: نقش واسطهای خودپنداشت تحصیلی. روانشناسی تحولی: روانشناسان ایرانی، 16(61)، 97-108.
پوریاریزی، معصومه؛ توحیدی، افسانه و خضری مقدم، نوشیروان. (1397). تأثیر ذهنآگاهی بر پیشرفت تحصیلی و سازگاری تحصیلی: نقش واسطهای خودپنداشت تحصیلی. پژوهشنامه روانشناسی مثبت، 4(3)، 29-44.
حسنزاده، رمضان؛ حسینی، سیدحمزه و مرادی، ذبیده. (1384). بررسی رابطه بین خودپنداره کلی دانشآموزان و عملکرد تحصیلی آنها ، مجله دانش و پژوهش در روانشناسی، 7(24)، 18-1.
خامسان، احمد و امیری، محمداصغر. (١٣٩٠). بررسی تقلب تحصیلی در میان دانشجویان دختر و پسر، فصلنامه اخلاق در علوم و فناوری، 6(١)، ٦١-٥٣.
خطیبی، مینا و یوسفی، فریده. (1399). رابطه ذهنآگاهی و رفتار جامعهپسند دانشجویان: نقش واسطهای راهبردهای شناختی تنظیم هیجان، فصلنامه زن و جامعه. 11(41)، 219-240.
رستمی، چنگیز؛ جهانگیرلو، اکرم؛ سهرابی، احمد و احمدیان، حمزه. (١٣٩٥). نقش انعطافپذیری شناختی و ذهنآگاهی در پیشبینی اهمالکاری دانشجویان، مجله علوم پزشکی زانکو، ١٧(٣٥)، ٦١-٥٠.
علیوردینیا، اکبر و صالحنژاد، صالح. (١٣٩٢). بررسی عوامل مؤثر در اقدام به تقلب دانشجویان، مجله اخلاق در علوم و فناوری، ٨ (١)، ٩٣-٨٥.
علیخواه، فردین؛ بولاغی، مهدی و یاقوتی، هدا. (١٣٩٣). تقلب در امتحان، نگاهی از درون، مطالعهای در بین دانشجویان دانشگاه گیلان، مجله راهبرد فرهنگ، ٧ (٧٢)، ١٨٨-١٦١.
غلامی، یونس؛ خداپناهی، محمدکریم؛ رحیمینژاد، عباس و حیدری، محمود. (1385). رابطه انگیزش پیشرفت و خودپنداشت با پیشرفت تحصیلی دانشآموزان پایه هشتم در درس علوم بر اساس تحلیل نتایج تیمز-آر. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، 2(7)، 219-207.
کشتورز کندازی، احسان و اوجینژاد، احمدرضا. (1399). نقش واسطهای خودنظمجویی تحصیلی در رابطه ذهنآگاهی با رفتار غیرمولد تحصیلی. مجله روشها و مدلهای روانشناختی، 11(39)، 95-120.
گلپرور، محسن. (1394). رابطة ایدهآلگرایی، نسبیتگرایی، ماکیاولیسم و ارزشهای فرهنگی با رفتارهای غیراخلاقی (مطالعه موردی یک سازمان دولتی). جامعهپژوهی فرهنگی، 6(2)، 111-131.
لطفی عظیمی، افسانه و ابراهیمی قوام، صغری. (1394). سبک های انگیزش و پیشرفت تحصیلی: نقش واسطهای خودپنداشت تحصیلی. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، 11(43)، 258-247.
لطفی عظیمی، افسانه؛ درتاج، فریبرز؛ افروز، غلامعلی و نعمت طاوسی، محترم. (1396). پیشبینی پیشرفت تحصیلی دانشآموزان بر اساس خودپنداشت تحصیلی و مسند مهارگری. روانشناسی مدرسه، 6(3)، 102-115.
محمودنژاد، خاتون و شیخالاسلامی، راضیه. (1398). نقش واسطهای عدم درگیری اخلاقی در رابطۀ بین هویت اخلاقی و رفتار غیرمولد تحصیلی. مجله مطالعات آموزش و یادگیری، 11(1)، 26-44.
موسوی، سیدابوالفضل؛ پورحسین، رضا؛ زارع مقدم، علی؛ گمنام، اعظم؛ میربلوک بزرگی، عباس و حسنی اسطلخی، فرشته. (1398). ذهنآگاهی از تئوری تا درمان. رویش روانشناسی، ۸(۱)، ۱۵۵-۱۷۰.
مهبد، مینا و فولادچنگ، محبوبه. (1395). رابطه بین پنج عامل بزرگ شخصیت و رفتار غیرمولدتحصیلی با واسطهگریمهار ادراکشده: مدلیابی ساختاری. روانشناسی تحولی: روانشناسان ایرانی، 12(47)، ٢٦٥-٢٧٥.
مهدینژاد، زهرا و غفاری، مجید. (1398). سبکهای هویت و رفتار غیرمولد تحصیلی: نقش واسطهای تعهد و خودنظمجویی رفتاری. روانشناسی تحولی: روانشناسان ایرانی، 16(61)، 61-71.
نمکی بیدگلی، زینب و صدیقی ارفعی، فریبرز. (١٣٩٦). بررسی رابطه ذهنآگاهی و تابآوری با اهمالکاری تحصیلی دانشجویان دانشگاه کاشان. فصلنامه پژوهشهای نوین روانشناختی، ١٢(٤٥)، 301-281.
ولیزاده، شیرین. (1390). سبکهای والدگری و پیشرفت تحصیلی: نقش واسطهگر خودپنداشت یا حرمت خود؟. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، 8(30)، 155-143.
ب. انگلیسی
Afshari Zadeh, S. E., Karshki, H. & Naserian, H. (2013). Evaluation of psychometric properties of the academic self-concept questionnaire of primary school students in Tehran. Journal of Psychological Methods and Models, 3(11), 53-66. [In Persian]
Alikhah, F., Bolaghi, M. & Yaqouti, H. (2014). Exam Cheating, An Inside Look, A Study Among Guilan University Students, Journal of Cultural Strategy, 7(72), 161-188. [In Persian]
Aliverdinia, A. & Salehnejad, S. (2013). Investigating the effective factors in attempting to cheat students, Journal of Ethics in Science and Technology, 8(1), 85-93. [In Persian]
Babu, T. A., Joseph, N. M. & Sharmila, V. (2011). Academic dishonesty among undergraduates from private medical schools in India. Are we on the right track? Journal of Med Teach, 33(9), 759-761.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J. & Toney, L. (2006). Using selfreport assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.
Baloch, M. A., Meng, F., Xu, Z., Cepeda-Carrion, I. & Bari, M. W. (2017). Dark triad, perceptions of organizational politics and counterproductive work behaviors: The moderating effect of political skills. Frontiers in psychology, 8, 1972.
Barani, H., Derakhshan, M. & Anarinejad, A. (2019). Family emotional atmosphere and academic dishonesty: The mediating role of academic self-concept. Transformational Psychology: Iranian Psychologists, 16(61), 97-108. [In Persian]
Berry, D. R., Cairo, A. H., Goodman, R. J., Quaglia, J. T., Green, J. D. & Brown, K. W. (2018). Mindfulness increases prosocial responses toward ostracized strangers through empathic concern. Journal of Experimental Psychology: General, 147(1), 93–112.
Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factoraial validity of a measuring instrument. International Journal of Testing, 1(1), 55-86.
Chen, Y. H. & Thompson, M. S. (2004). Confirmatory Factor Analysis of a School Self-Concept Inventory. Paper presented at the Annual Conference of Arizona Educational Research Organization. Retrieved June 5, 2019 from http://www. eric.ed.gov/?id=ED490658.
Chudzicka-Czupała, A., Lupina-Wegener, A., Borter, S. & Hapon, N. (2013). Students’ attitude toward cheating in Switzerland, Ukraine and Poland. The New Educational Review, 32(2), 66-76.
Crede, M. & Niehorster, S. (2009). Individual differences influences on self-focused and other-focused counterproductive student behaviors. Personality and Individual Differences, 47(7), 769-776.
Crescentini, C. & Capurso, V. (2015). Mindfulness meditation and explicit and implicit indicators of personality and self-concept changes. Frontiers in Psychology, 6, 1-60.
Cuadrado, D., Salgado, J. F. & Moscoso, S. (2020). Personality, Intelligence, and Counterproductive Academic Behaviors: A Meta-Analysis. Journal of Personality and Social Psychology. Advance online publication.
Cuadrado, D., Salgado, J. F. & Moscoso, S. (2020). Individual differences and counterproductive academic behaviors in high school. PLOS ONE, 15(9), e0238892.
Ding, X. P., Omrin, D. S., Evans, A. D., Fu, G., Chen, G. & Lee, K. (2014). Elementary school children’s cheating behavior and its cognitive correlates. Journal of Experimental Child Psychology, 121, 85–95.
Droutman, V., Golub, I., Oganesyan, A. & Read, S. (2018). Development and initial validation of the Adolescent and Adult Mindfulness Scale (AAMS). Personality andIndividual Differences, 123, 34-43.
Felisoni, D. D. & Godoi, A. S. (2018). Cell phone usage and academic performance: An experiment. Computers & Education, 117, 175–187.
Flett, A. L., Haghbin, M. & Pychyl, T. A. (2016). Procrastination and depression from a cognitive perspective: An exploration of the associations among procrastinatory automatic thoughts, rumination, and mindfulness. Journal of Rational-Emotive &Cognitive-Behavior Therapy, 34(3), 169-186.
Gerardi, S. (2005). Self-concept of ability as a predictor of academic success among urban technical college students. The Social Science Journal, 42(2), 295-300.
Gholami, Y., Khodapnahi, M. K., Rahiminejad, A. & Heidari, M. (2006). Relationship between achievement motivation and self-concept with academic achievement of eighth grade students in science course based on analysis of Thames-R results. Journal of Developmental Psychology: Iranian Psychologists, 2(7), 219-207. [In Persian]
Giluk, T. L. & Postlethwaite, B. E. (2015). Big Five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59-67.
Golparvar, M. (2015). The Relationship between Idealism, Relativism, Machiavellianism, and Cultural Values and Immoral Behaviors (A Case Study of a Government Organization). Cultural Research Society, 6(2), 111-131. [In Persian]
Guilmette, M., Mulvihill, K., Villemaire-Krajden, R. & Barker, E. T. (2019). Past and present participation in extracurricular activities is associated with adaptive self-regulation of goals, academic success, and emotional wellbeing among university students. Learning and Individual Differences, 73, 8-15.
Hanley, A. W. & Garland, E. L. (2017). Clarity of mind: Structural equation modeling of associations between dispositional mindfulness, self-concept clarity and psychological well-being. Personality and Individual Differences, 106, 334-339.
Hanson, T. L., Drumheller, K., Mallard, J., McKee, C. & Schlegel, P. (2011). Cell phones, text messaging, and Facebook: Competing time demands of today’s college students. College Teaching, 59, 23–30.
Hassanzadeh, R., Hosseini, S. H. & Moradi, Z. (2005). Investigating the relationship between students' general self-concept and their academic performance, Journal of Knowledge and Research in Psychology, 7(24), 18-1. [In Persian]
Hendy, N. T. & Montargot, N. (2019). Understanding academic dishonesty among business school students in France using the theory of planned behavior. The International Journal of Management Education, 17, 85-93.
Josephson Institute of Ethics. (2012). Report Card on the Ethics ofAmerican Youth. Los Angeles, CA: Josephson Institute of Ethics.
Keng, S. L., Moria, J., Smoski, B., Clive, J. & Robins, A. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041–1056.
Keshtvarz Kondazi, E. & Oajinejad, A. (2020). The mediating role of academic self-regulation in the relationship between mindfulness and counterproductive academic behavior. Journal of Psychological Methods and Models, 11(39), 95-120. [In Persian]
Khamesan, A. & Amiri, M. (2011). A Study of Academic Fraud among Male and Female Students, Quarterly Journal of Ethics in Science and Technology, 6(1), 53-61. [In Persian]
Khatibi, M. & Yousefi, F. (2020). The Relationship between Students' Mindfulness and Community-Friendly Behavior: The Mediating Role of Cognitive Emotion Regulation Strategies, Women and Society Quarterly. 11(41), 219-240. [In Persian]
Kline, R. B. (2016). Methodology in the social sciences. Principles and practice of structural equation modeling (2nd ed.). New York, NY, US: Guilford Press.
Lavigna, R. J. (1992). Predicting job performance from background characteristics: More evidence from the public sector. Public Perso-nnel Management, 21, 347-361.
Lievens, F., Buyse, T. & Sackett, P. R. (2005). The operational validity of a video-based situationaljudgment test for medical college admissions: Illustrating the importance ofmatching predictor and criterion construct domains. Journal of Applied Psychology, 90,442–452.
Lotfi Azimi, A. & Ebrahimi Ghavam, S. (2015). Motivational and academic achievement styles: The mediating role of academic self-concept. Journal of Developmental Psychology: Iranian Psychologists, 11(43), 258-247. [In Persian]
Lotfi Azimi, A., Dortaj, F., Afrooz, Gh. & Nemat Tavousi, M. (2017). Predicting students' academic achievement based on academic self-concept and controlling position. School Psychology, 6(3), 102-115. [In Persian]
Mahbod, M. & Fooladchang, M. (2016). The relationship between the five major personality factors and counterproductive behavior with perceived inhibition mediation, structural modeling. Transformational Psychology: Iranian Psychologists, 12(47), 265-275. [In Persian]
Mahdinejad, Z. & Ghaffari, M. (2019). Counterproductive academic identity and behavior styles: the mediating role of commitment and behavioral self-regulation. Transformational Psychology: Iranian Psychologists, 16(61), 61-71. [In Persian]
Mahmoodnejad, Kh. & Sheikh al-Islami, R. (2019). The mediating role of non-moral conflict in the relationship between moral identity and counterproductive academic behavior. Journal of Teaching and Learning Studies, 11(1), 26-44. [In Persian]
Malinowski, P. & Lim, H. J. (2015). Mindfulness at work: Positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6(6), 1250-1262.
Marcus, B. & Schuler, H. (2004). Antecedents of counterproductive behavior at work: A general perspective. The Journal of Applied Psychology, 89(4), 647-660.
Mayberry, P. W. & Carey, N. B. (1997). The effects of aptitude and experience on mechanical job performance. Educational and Psychological Measurement, 57, 131–149.
McCoy, B. R. (2016). Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes. Journal of Medical Education, 7, 5–32.
McTernan, M., Love, P. & Rettinger, D. (2014). The influence of personality on the decision to cheat. Ethics & Behavior, 24, 53-72.
Meriac, J. P. (2012). Work ethic and academic performance: Predicting citizenship and counterproductive behavior. Learning andIndividual Differences, 22, 549–553.
Mousavi, S. A., Pourhossein, R., Zare Moghadam, A., Gomnam, A., Mirblokbozorgi, A. & Hassani Astolkhi, F. (2019). Mindfulness from theory to therapy. Development of Psychology, 8(1): 155-170. [In Persian]
Munoz, R. T., Hoppes, S., Hellman, C. M., Brunk, K. L., Bragg, J. E. & Cummins, C. (2018). The effects of mindfulness meditation on hope and stress. Research onSocial Work Practice, 28(6), 696-707.
Murdock, T. B., Miller, A. & Kohlhardt, J. (2004). Effects of classroom context variables on high school students' judgments of the acceptability and Likelihood of cheating.Journal of Educational Psychology, 96(4), 141-169.
Namaki Bidgoli, Z. & Sedighi Arfai, F. (2017). Investigating the relationship between mindfulness and resilience and academic procrastination of Kashan University students. Journal of New Psychological Research, 12(45), 281-301. [In Persian]
Olafson, L., Schraw, G., Nedelson, L., Nedelson, S. & Kehrwald, N. (2013). Exploring the judgment–action gap: College students and academic dishonesty. Ethics & Behavior, 23(2), 148-162.
Ost, L. G. (2008). Efficacy of the third wave of behavioral therapies: a systematic review and meta nalysis. BehaviorResearch and Therapy, 46(3), 296 – 321.
Palomino, M. D. C. P. (2017). An analysis of self-concept in students with compensatory education needs for developing a mindfulness-based psychoeducational program. SAGE Open, 7(2), 1-11.
Park, H. J. & Dhandra, T. K. (2017). Relation between dispositional mindfulness and impulsive buying tendency: Role of trait emotional intelligence. Personality andIndividual Differences, 105(17), 208-212.
Pouriarizi, M., Tohidi, A. & Khezri Moghadam, N. (2018). The effect of mindfulness on academic achievement and academic adjustment: The mediating role of academic self-concept. Journal of Positive Psychology, 4(3), 29-44. [In Persian]
Purwandari, D. A, Suryana, Y., Kusman, M. & Yunizar. (2016). Mindfulness, hope and compassion on a small group. International Journal of Economics, Commerce andManagement, 8(5), 480- 489.
Rimkus, L. K. (2012). A new measure of counterproductive student behavior. M.A. Thesis. The Faculty of the Department of Psychology, East Carolina University.
Robinson, V. M. J. & Kuin, L. M. (1999). The explanation of practice: Why Chinese students copy assignments. Qualitative Studies in Education, 12, 193–210.
Rostami, Ch., Jahangirloo, A., Sohrabi, A. & Ahmadian, H. (2016). The Role of Cognitive Flexibility and Mindfulness in Predicting Student Procrastination, Zanko Journal of Medical Sciences, 17(35), 50-61. [In Persian]
Rusdi, Z. M. (2017). The Influence of Self-Control and Mindfulness on Counterproductive Academic Behavior. AFEBI Management and Business Review, 2(01), 1-7.
Schmitt, N., Oswald, F. L., Friede, A., Imus, A. & Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72, 317–335.
Schwager, I. T. L., Hulshegar, U. R., Lang, J. W. B, Klieger, D. M., Bridgeman, B. & Wendler, C. (2014). Supervisor rating of student's academic potential as predictors of citizenship and counterproductive behavior. Learning and Individual Differences, 35, 65-69.
Schwager, I. T. L., Hülsheger, U. R. & Lang, J. W. B. (2016). Be aware to be on the square: Mindfulness and counterproductive academic behavior. Personality and Individual Differences, 93, 74–79.
Segal, Z., Williams, J. & Teasdale, J. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York, NY: Guilford Press.
Sinha, R., Oswald, F., Imus, A. & Schmitt, N. (2011). Criterion-focused approach to reducing gadverse impact in college admissions. Applied Measurement in Education, 24, 137–161.
Sirois, F. M. & Tosti, N. (2012). Lost in the moment? An investigation of procrastination, mindfulness, and well-being. Journal of Rational-Emotive & Cognitive-BehaviorTherapy, 30(4), 237-248.
Valizadeh, Sh. (2011). Parenting Styles and Academic Achievement: The Mediating Role of Self-Esteem or Self-Esteem? Journal of Developmental Psychology: Iranian Psychologists, 8(30), 155-143. [In Persian]
van Lier, P. A., Verhulst, F. C., van der Ende, J. & Crijnen, A. A. (2003). Classes of disruptive behaviour in a sample of young elementary school children. Journal of Child Psychology and Psychiatry, 44, 377–387.
Wampold, B. E., Duncan, B. L., Miller, S. D. & Hubble, M. A. (2010). The heart andsoul of change: Delivering what works in therapy (2nd Ed.). Washington DC: American Psychological Association.
Williams, M. W. & Williams, M. N. (2012). Academic Dishonesty, Self-Control, and General Criminality: A Prospective and Retrospective Study of Academic Dishonesty in a New Zealand University. Journal of Ethics & Behavior, 22(2), 89-112.
Winrow, A. R., Reitmaier-Koehler, A. & Winrow, B. P. (2015). Social desirability bias in relation to academic cheating behaviors of nursing students. Journal of Nursing Education and Practice, 5(8), 121-134.
Yukhymenko-Lescroart, M. (2014). Ethical beliefs toward academic dishonesty: A crosscultural comparison of undergraduate students in Ukraine and the United States. Journal of Academic Ethics, 12(1). 29-41.
Zettler, I. (2011). Self-control and academic performance: Two field studies on university citizenship behavior and counterproductive academic behavior. Learning and Individual Differences, 21(1), 119-123.