المراجع
أولا: المراجع العربية:
إبراهيم، تامر شوقى. (2016).بيئة الفضائل وقوى الخلق الإنسانية وعلاقتها بالاندماج الأکاديمي لدى طلاب الجامعة، مجلة کلية التربية، جامعة الأزهر، 169،(3)، 106 – 189 .
الببلاوي،إيهاب عبد العزيز.(2013).توعية المجتمع بالإعاقات(الفئات – الأسباب- الوقاية)، ط 5، الرياض، دار الزهراء .
حليم، شيري مسعد. (2015).الدافعیة الأکادیمیة وعلاقتها بالاندماج المدرسى لدى تلامیذ المرحلة الإعدادية، مجلة دراسات عربية، رابطة الأخصائيين النفسيين المصرية، 14، (1)، 8 – 162 .
جابر، جابر عبد الحميد. (2004).نحو تعليم أفضل إنجاز أکاديمي وتعلم اجتماعي وذکاء وجداني، القاهرة، دار الفکر العربي.
الزغبي،أمل عبد المحسن. (2018).تأثير التعلم الاجتماعي الوجداني في تحسين النهوض الأکاديمي للمتعثرات أکاديميا في جامعة طيبة بالمدينة المنورة، مجلة کلية التربية، جامعة أسيوط،34، (6)، 389-446.
شاهين،جودة السيد. (2016). تصور مقترح لإعداد الطالب المعلم بکلية التربية للتعلم الاجتماعي الوجداني في ضوء الاتجاهات العالمية المعاصرة، مجلة کلية التربية، جامعة الأزهر،171(2)، 12-64.
الشحات،تامر محمد. (2013). تأثير برنامج للتعلم الاجتماعي الوجداني في خقض مؤشرات التعرض للخطر وتحسين التحصيل الأکاديمي لدى تلاميذ الحلقة الثانية من التعليم الأساسي، رسالة دکتوراه، معهد الدراسات التربوية ، جامعة القاهرة .
شحاتة،غادة محمد. (2018).العدالة الأکاديمية لأعضاء هيئة التدريس کما يدرکها الطلاب وعلاقتها بالاندماج الجامعي لديهم، مجلة کلية التربية، جامعة بنها، 29،(115)، 1 – 106 .
صميدة، سيد محمدي. (2015).التنبؤ بالاندماج الدارسي لدي طلاب المرحلة الثانوية من خلال المناخ المدرسي المدرک والذکاءالانفعالي، مجلة کلية التربية،جامعة الإسکندرية،25،(1)،393 – 500.
عبد الله، مسعد ربيع. (2011).نمذجة العلاقات بين توجهات الهدف وفعالية الذات والاندماج المدرسي والتحصيل الأکاديمي لدى عينة من طلاب المرحلة الثانوية، مجلة البحوث النفسية والتربوية، جامعة المنوفية، کلية التربية، 26،(1)،257- 302 .
عبدالغفار،أنور فتحي.(2005).العلاقة بين کل من سياقات الصحة النفسية الارتقائية ومهارات التعلم الاجتماعي العاطفي بالإنجاز الأکاديمي لدى تلاميذ الصف الثالث الاعدادي، مجلة کلية التربية، جامعة المنصورة، 57 ، 116 – 168 .
عبد اللطيف،محمد سيد. (2020).فاعلية برنامج تدريبي قائم على مکونات الذکاء الأخلاقي في تنمية الاندماج الأکاديمي وخفض مستوى التنمر الإلکتروني لدى طلاب المرحلة الثانوية،مجلة دراسات عربية في التربية وعلم النفس، 123، 93 – 154 .
الفيل،حلمي محمد.(2014).الإسهام النسبي لاستراتيجيات التعلم العميق والسطحي فى التنبؤ بالمرونة المعرفية والاندماج النفسي والمعرفي لدي طلاب المرحلة الإعدادية، المجلة المصرية للدراسات النفسية،24،(83)، 257 – 334 .
مهدي، رشا أحمد؛ محمد،هناءعبدالحميد.(2017) فعالية برنامج قائم على کفاءات التعلم الاجتماعي الوجداني في تنمية دافعية التعلم ومهارات التعلم الاجتماعي الوجداني، مجلة کلية التربية، جامعة أسيوط، 33،(6)، 445- 486.
ثانيا: المراجع العربية مترجمة للغة الانجليزية:
Abdel-Latif, M. S. (2020): The Effectiveness of a Training Program Based on the Components of Moral Intelligence in Developing Academic Engagement and Reducing the Level of Cyberbullying among High School Students, Journal of Arab Studies in Education and Psychology, 123, 93-154.
Abdul Ghaffar, A. F. (2005) The relationship between each of the progressive mental health contexts and the socio-emotional learning skills with academic achievement among third-grade middle school students, Journal of Faculty of Education, Mansoura University, College of Education, 57, 116-168.
Abdullah, M. R. (2011) Modeling the relationships between goal orientations, self-efficacy, school Engagement and academic achievement among high school students, Journal of Psychological and Educational Research, Faculty of Education, Menoufia University, 26, (1), 257-302.
Al-Beblawy, E. A. (2013). Community awareness of disabilities (categories - causes - prevention), (5th ed). Dar Al Zahraa.
Al-Shahat, T. M. (2013). The Effect of social emotional learning program in reducing indicators of exposure to risk and improving academic achievement of second stage pupils of basic education (PhD Thesis). Institute of Educational Studies, Cairo University.
Al-Zoghbi, A. A. (2018): The impact of social emotional learning in developing the academic achievemnet of academically retarted students in Taiba University in Madinah, Journal of Faculty of Education, Assiut University, 34, (6), 389-446.
El-Feel, H. M. (2014) The relative contribution of deep and surface learning strategies in predicting cognitive resilience and psychological and cognitive engagement among preparatory school students, The Egyptian Journal of Psychological Studies, 24, (83), 257-334.
Halim, S. M. (2015). The relationship between academic motivation and school engagement among preparatory stage students, Journal of Arab Studies, Egyptian Psychologists Association, 14, (1), 89-162.
Ibrahim, T. S. (2016) The relationship between society of virtues and human forces of creation and academic Engagement among university students, Journal of Faculty of Education, Al-Azhar University, 169, (3), 106-189.
Jaber, Jaber Abdel-Hamid. (2004).Towards an education for the best academic achievement, social learning and emotional intelligence. Dar Al-Fikr Al-Araby.
Mahdi, R. A.; Muhammad, H. A. (2017). The effectiveness of a program based on social-emotional learning competencies in developing learning motivation and socio-emotional learning skills, Journal of Faculty of Education, Assiut University, 33, (6), 445-486.
Shaheen, G. A. (2016). A proposed outline for preparing student teachers at the Faculty of Education for social emotional learning in light of contemporary global trends, Journal of faculty of Education, Al-Azhar University, 171 (2), 12-64.
Shehata, G. M. (2018). The relationship between Academic justice of faculty members perceived by students and their university Engagement, Journal of Faculty of Education, Benha University, 29, (115), 1-106.
Sumaida, S. M. (2015).Predicting the academic Engagement of high school students through the perceived school climate and emotional intelligence, Journal of Faculty of Education, Alexandria University, 25, (1), 393-500.
ثالثا: المراجع الأجنبية:
Ali, M. & Hassan, N. (2014). Teachers’ Perspectives on Academic Engagement of Students with Visual Impairments, Jurnal Pendidikan Malaysia .39, (2), 109-114.
Al-Alwan, A. (2014).Modeling the relations among parental involvement, school engagement and academic performance of high school students, International Education Studies. 7, (4), 47 – 56.
Bardin, J. (2006). Academic engagement of students with visual impairments in general education language arts classrooms (Unpublished doctoral dissertation, Florida State University).Dissertation Abstracts International, 67,(8), 2938A.
Bardin, J. & Lewis, S. (2008).A survey of the academic engagement of students with visual impairmentgeneral education classes. Journal of Visual Impairment & Blindness, 102, (8), 472-483.
Bardin, J., & Lewis, S. (2011). General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers, Journal of Visual Impairment & Blindness, 105, (8), 479- 492.
Bethel, N.(2017). Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study, Ph D, Dissertation, Capella University.
Blair, C. & Raver, C.(2015). School readiness and Self-Regulation: A developmental psychobiological approach, Annual Review of Psychology, 3, (66), 711-731.
Carmona-Halty, M., Salanova, M., Llorens, S. ,&Schaufeli,W.(2019). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement, Current Psychology, 1- 10.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader’s guide to evidencebased social and emotional learning (SEL) programs. Chicago, IL: Author.
Collaborative for Academic, Social, and Emotional Learning (CASEL).(2013). Effective Social and Emotional Learning Programs –Preschool and Elementary School Edition. Chicago, IL: Author.
Collaborative for Academic, Social, and Emotional Learning (CASEL).(2015). Effective Social and Emotional Learning Programs - Middle and High School Edition. Chicago, IL: Author.
Celik.I. (2015). Social emotional learning skills and educational stress, Educational Research and Reviews, 10,(7), 799-803.
Doostian,Y.,Fattahi,S.,Goudini,A.,A’zami,Y.,Massah,O.,&Daneshmand,R. (2014). The Effectiveness of Self-regulation in Students’ Academic Achievement Motivation, Practices in Clinical psychology, 2, (4), 261-269.
Duginske, J. (2017).Tier Two Social Emotional Learning to Increase Academic Achievement. Ph D, Dissertation, Concordia University Chicago.
Durlak,J.,Weissberg,R.,Dymnicki,A.,Taylor,R.,&Schellinger,K.(2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, Child Development, January 82, (1), 405– 432.
Ema, P.,
Rovan, D.,& Ljubin,T.(2016). Development and validation of the Academic Engagement Scale (AES), Conference: 12th Alps-Adria Psychology Conference. Croatia.
Fredricks, J., Blumenfeld, P., & Paris, A.(2004). School engagement. Potential of the concept, State of the evidence, Review of Educational Research, 74, (1), 59– 109.
Greenberg, M., Domitrovich, C., Weissberg, R., & Durlak,J.(2017). Social and Emotional Learning as a Public Health Approach to Education, The Future of Children ,27,(1), 13-32 .
Hemmeter, M., Ostrosky, M., & Fox, L.(2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35, (4), 583-601.
Kahn, W. (1990).Psychological conditions of personal engagement and disengagement at work, Academy of Management Journal,33,(4), 692-724.
Luthans, K., Luthans, B., &
Palmer, N. (2016). A positive approach to management education. The relationship between academic PsyCap and student engagement. Journal of Management Development, 35, (9), 1098–1118.
Mahoney, J., Weissberg, R., Greenberg, M., Dusenbury, L., Jagers, R., Niemi, K., Schlinger, M., Schlund, J., Shriver, T., VanAusdal, K., & Yoder, N. (2020).Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students American Psychologist. Advance online publication.
Martinsone,B.&Vilcina,S.(2017).Teachersí Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study, Journal of Teacher Education for Sustainability, 19,( 2), 5- 20.
McCormick, M., Cappella, E., O’Connor, E., & McClowry, S.(2015). Social-Emotional Learning and Academic Achievement: Using Causal Methods to Explore Classroom-Level Mechanisms, AERA Open, 1, (3), 1 – 26.
Mehdinezhad, V.(2011).First Year Students' Engagement at the University, International Online Journal of Educational Sciences, 3,(1), 47- 66.
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Williams, M.(2014). Teaching with high probability-strategies in the elementary classroom to affect student engagement, learning, and success: An action research study, Ph D, Capella University.
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