أولا: المراجع العربية:
أبو أسعد، أحمد عبد اللطيف (2011). إرشاد الموهوبين والمتفوقين، عَمّان، دار المسيرة للنشر والتوزيع.
أبو عليوة، نهلة سيد (2015). دراسة مقارنة لبعض تطبيقات نظرية مجتمع الممارسة في التنمية المهنية لمعلمي STEM في کل من الولايات المتحدة الأمريکية وکوريا الجنوبية وإمکانية الإفادة منها في جمهورية مصر العربية. دراسات تربوية واجتماعية- کلية التربية- جامعة حلوان، 21(2)، 29- 120.
بدير، کاريمان (2010). سيکولوجية الموهبة والعبقرية برامج تنموية- أساليب استکشافية- سبل ودعم الموهوبين. القاهرة، عالم الکتب.
جاد الله، أبو المکارم (2016): المتفوقون دراسيًا نموذج للبناء المعرفي. الإسکندرية، المکتبة التربوية.
جروان، فتحي عبد الرحمن (2012). الموهبة والتفوق والابداع. عمّان، دار الفکر للنشر والتوزيع.
جلجل، نصرة محمد والنجار، حسنى زکريا (2016). الموهوبون ذوو صعوبات التعلم، الأسس النظرية والتشخيصية والاستراتيجيات التربوية. القاهرة، مکتبة الأنجلو المصرية.
حسن، رمضان علي (2020). الدافعية العقلية وعلاقتها بالطفو الأکاديمي لدى طلاب المرحلة الثانوية. مجلة کلية التربية، جامعة بنها،131(3)، 280- 322.
حليم، شيري مسعد (2019). العلاقة بين الطفو الأکاديمي وتوجهات أهداف الانجاز لدى طلبة الصف الأول الثانوي بمحافظة الشرقية. دراسات عربية في التربية وعلم النفس، 112، 296- 338.
الدغيم، خالد بن إبراهيم (2017). البنية المعرفية للطالب المعلم تخصص علوم فيما يتعلق بمجالات توجه STEM (العلوم والتقنية والهندسة والرياضيات) وتعليم العلوم. الجمعية المصرية للمناهج وطرق التدريس، 226، 86- 121.
الروسان، فاروق (2001). سيکولوجية الأطفال غير العاديين مقدمة في التربية الخاصة، َعمّان، دار الفکر للطباعة والنشر والتوزيع.
الزغبي، أمل عبد المحسن (2018). تأثير التعلم الاجتماعي/ الوجداني في تحسين النهوض الأکاديمي للمتعثرات أکاديميا في جامعة طيبة بالمدينة المنورة. کلية التربية. جامعة أسيوط، 34(6)، 389- 446.
زيد، العربي محمد (2015). الذکاء الوجداني وعلاقته بالضغوط النفسية لدى الطلبة الموهوبين أکاديميا. مجلة التربية للبحوث التربوية والنفسية والاجتماعية، 4 (162)، 225-297.
سليمان، عبد الرحمن سيد ومنيب، تهاني محمد (2015). المتفوقون والموهوبون والمبتکرون. القاهرة، مکتبة الأنجلو المصرية.
شلبي، سوسن أبو العلا (2015). بر وفيلات النهوض الدراسي وقلق الاختبار في علاقتها بالانشغال المدرسي والتحصيل باستخدام التحليل العنقودي لدى طلاب المرحلة الثانوية. مجلة العلوم التربوية، (2)23، 29- 97.
شواهين، خير سليمان (2016). طرائق حديثة في التعليم برنامج STEM - نماذج تطبيقيّة. الأردن، عالم الکتب الحديث.
عبد الله، نشوة عبد المنعم (2021). الاندماج المدرسي في ضوء متغيري الطفو الأکاديمي والاستثارة الفائقة لدى طلبة مدرسة المتفوقين الثانوية في العلوم والتکنولوجيا STEM. المجلة التربوية، کلية التربية، جامعة سوهاج، 160- 212.
العتيبي، سميرة؛ والحربي، سماح؛ والشريف، أمنية (2021). التعلم المنظم ذاتيا کمنبئ بالنهوض الأکاديمي لدى طلبة جامعة أم القرى بمکة المکرمة. المجلة الدولية للدراسات التربوية والنفسية، 9(3)، 898 -919.
عطية، رانيا محمد (2020). النهوض الأکاديمي وعادات العقل لطالب الصف الأول الثانوي العام المتفوقين والعاديين أکاديميا. دراسات عربية في التربية وعلم النفس، 118، 137- 173.
العظامات، عمر؛ والمعلا، نظمي (2020). الطفو الأکاديمي وعلاقته بالدافعية الداخلية والخارجية لدى طلبة الصف العاشر الأساسي. مجلة دراسات وابحاث المجلة العربية في العلوم الإنسانية والاجتماعية، 12 (1)، 674- 691.
عکاشة، محمود فتحي (2005). أدوار المعلم في تنمية الذکاء الانفعالي لدى الأطفال الموهوبين. مجلة کلية الدراسات الاجتماعية بجامعة العلوم والتکنولوجيا، اليمن، 10(20)، 30-90.
على، أحمد رمضان (2019). الطفو الأکاديمي کمتغير وسيط بين ضغط الصدمة الثانوي الأسري والازدهار المعرفي لدى طلاب الجامعة. مجلة جامعة تبوک للعلوم الإنسانية والاجتماعية، 8، 57- 92.
العنزي، فرحان (2021). نمذجة العلاقات بين الدافعية الأکاديمية وماوراء المعرفة والنهوض الأکاديمي لدى طلبة المرحلة الثانوية. مجلة کلية التربية، جامعة الأزهر، 189(2)، 619- 680.
غانم، تفيدة (2011). مناهج المدرسة الثانوية في ضوء مدخل العلوم والتکنولوجيا والهندسة والرياضيات STEM، المؤتمر العلمي الخامس عشر: التربية العلمية، فکر جديد لواقع جديد، الجمعية المصرية للتربية العلمية، 129-141.
القريطي، عبد المطلب أمين (2004). الموهوبون والمتفوقون- خصائصهم واکتشافهم ورعايتهم. القاهرة، عالم الکتب.
محمود، حنان حسين (2018). الاسهام النسبي لتوجهات اهداف الإنجاز والقدرة على التکيف في التنبؤ بالطفو الأکاديمي لدى طالبات الجامعة. مجلة کلية التربية- جامعة عين شمس، 42(3)، 238- 290.
المعايطة، خليل (2007). علم النفس التربوي، الأردن. عمّان دار الفکر للطباعة والنشر والتوزيع.
المکاوي، محمود ربيع (2021). أثر برنامج تدريبي قائم على بعض مهارات التعلم الاجتماعي الوجداني في الاندماج الأکاديمي لدى عينة من المراهقين ذوي الإعاقة البصرية. مجلة کلية التربية، جامعة الأزهر، 189(4)، 123- 174.
ناصف، محمد يحيي (2018). النموذج البنائي للعلاقات السببية بين النهوض والعزم الأکاديميين والنمو الإيجابي وأساليب التواصل الأسري لدى طلاب المرحلة الثانوية. البحث التربوي- المرکز القومي للبحوث التربوية والتنمية بالقاهرة، 24- 133.
وزارة التربية والتعليم، جمهورية مصر العربية (2011). قرار وزاري، رقم (369) بتاريخ 11/10/2011، بشأن نظام مدارس المتفوقين الثانوية في العلوم والتکنولوجيا.
ثانيا: المراجع العربية مترجمة للغة الانجليزية:
Abu Assad, Ahmed Abdel Latif (2011). Guidance for the gifted and talented, Amman, Dar Al Masirah for Publishing and Distribution.
Abu Aliwa, Nahla Sayed (2015). A comparative study of some applications of community practice theory in the professional development of STEM teachers in the United States of America and South Korea, and the possibility of benefiting from them in the Arab Republic of Egypt. Educational and social studies - Faculty of Education - Helwan University, 21(2), 29-120.
Badir, Kariman (2010). The psychology of talent and genius, developmental programs, exploratory methods, and ways to support the gifted. Cairo, the world of books.
Jadallah, Abu Al-Makarem (2016): The Academic Excellence Model is a Model for Knowledge Building. Alexandria, Educational Library.
Jarwan, Fathi Abdel Rahman (2012). Talent, excellence and creativity. Amman, Dar Al-Fikr for Publishing and Distribution.
Gilgil, Nasra Muhammad and Al-Najjar, Hosni Zakaria (2016). Gifted people with learning disabilities: theoretical and diagnostic foundations and educational strategies. Cairo, Anglo-Egyptian Library.
Hassan, Ramadan Ali (2020). Mental motivation and its relationship to academic buoyancy among secondary school students. Journal of the Faculty of Education, Benha University, 131(3), 280-322.
Halim, Sherry Massad (2019). The relationship between academic buoyancy and achievement goals trends among first-year secondary students in Sharkia Governorate. Arab Studies in Education and Psychology, 112, 296-338.
Al-Daghim, Khalid bin Ibrahim (2017). The knowledge structure of the student- teacher of a science major in relation to the areas of orientation of STEM (science, technology, engineering, and mathematics) and science education. Egyptian Association for Curricula and Teaching Methods, 226, 86-121.
Al-Rousan, Farouk (2001). The psychology of extraordinary children, an introduction to special education, Amman, Dar Al-Fikr for printing, publishing and distribution.
Zoghbi, Amal Abdel Mohsen (2018). The impact of social/emotional learning in improving the academic advancement of academically impaired students at TaibahUniversity in Madinah. Faculty of Education. Assiut University, 34(6), 389-446.
Zaid, Al-Arabi Muhammad (2015). Emotional intelligence and its relationship to psychological stress among academically gifted students. Journal for Educational, Psychological and Social Research, 4 (162), 225-297.
Suleiman, Abd al-Rahman Sayed and Munib, Tahani Muhammad (2015). Outstanding, talented and innovative. Cairo, Anglo-Egyptian Library.
Shalaby, Sawsan Abul-Ela (2015). Pride, scholastic advancement, and test anxiety in relation to school preoccupation and achievement using cluster analysis among secondary school students. Journal of Educational Sciences, (2)23, 29-97.
Shawhin, Khair Suleiman (2016). Modern Methods of Education STEM Program - Applied Models. Jordan, the modern world of books.
Abdullah, Nashwa Abdel Moneim (2021). School integration in the light of the variables of academic buoyancy and super-excitability among students of the high school of excellence in science and technology STEM. Educational Journal, Faculty of Education, Sohag University, 160-212.
Al-Otaibi, Samira; Al-Harbi, Samah; Al Sharif, Umniah (2021). Self-organized learning as a predictor of academic advancement among students of UmmAl-QuraUniversity in Makkah Al-Mukarramah. International Journal of Educational and Psychological Studies, 9(3), 898-919.
Attia, Rania Mohamed (2020). Academic advancement and habits of mind for academically normal and outstanding first year secondary school students. Arab Studies in Education and Psychology, 118, 137-173.
Al- Ozamat, Omar; Al Mualla, Nazmi (2020). Academic buoyancy and its relationship to internal and external motivation among tenth grade students. Journal of Studies and Research, the Arab Journal in the Humanities and Social Sciences, 12 (1), 674-691.
Okasha, Mahmoud Fathi (2005). The teacher’s roles in developing emotional intelligence in gifted children. Journal of the College of Social Studies, University of Science and Technology, Yemen, 10(20), 30-90.
Ali, Ahmed Ramadan (2019). Academic buoyancy as a mediating variable between family secondary trauma stress and cognitive prosperity among university students. Tabuk University, Journal of Humanities and Social Sciences, 8, 57-92.
Al-Anzi, Farhan (2021). Modeling the relationships between academic motivation, metacognition, and academic advancement among secondary school students. Journal of the College of Education, Al-Azhar University, 189(2), 619-680.
Ghanem, Tafeda (2011). Secondary school curricula in the light of STEM entrance to science, technology, engineering and mathematics, the fifteenth scientific conference: Scientific Education, New Thought for a New Reality, Egyptian Association for Scientific Education, 129-141.
Al-Quraiti, Abdul Muttalib Amin (2004). The Gifted and Talented - Their Characteristics, Discovery, and Nurturing. Cairo, the world of books.
Mahmoud, Hanan Hussein (2018). The relative contribution of achievement goals orientations and the ability to adapt in predicting the academic buoyancy of university students. Journal of the College of Education - Ain Shams University, 42 (3), 238-290.
Al-Maaytah, Khalil (2007). Educational Psychology, Jordan. Amman Dar Al-Fikr for printing, publishing and distribution.
Al-Makkawi, Mahmoud Rabie (2021). The effect of a training program based on some social-emotional learning skills on the academic integration of a sample of adolescents with visual impairment. Journal of the College of Education, Al-Azhar University, 189(4), 123-174.
Nassef, Mohamed Yehia (2018). The structural model of causal relationships between academic advancement, determination, positive growth, and family communication styles among secondary school students. Educational Research - The National Center for Educational Research and Development, Cairo, 24-133.
Ministry of Education, ArabRepublic of Egypt (2011). Ministerial Resolution No. (369) dated 10/11/2011, regarding the system of high school students in science and technology.
ثالثا: المراجع الأجنبية:
Akelaitis, A., & Lisinskienė, A. (2018). Social emotional skills and prosocial behaviour among 15-16-year-old adolescent. European journal of contemporary education, 21-28.
Allen, K., Vella-Brodrick, D., & Waters, L. (2017). School belonging and the role of social and emotional competencies in fostering an adolescent’s sense of connectedness to their school. In Social and emotional learning in Australia and the Asia-Pacific (pp. 83-99). Springer, Singapore.
Anderson, Sophie (2019) 'Promoting academic buoyancy as a pro-active approach for improving student mental health and wellbeing.' in Imagining Better Education: Conference Proceedings 2018. Durham: DurhamUniversity, School of Education, pp. 11-21. Imagining Better Education.
Arslan, S. (2018). Social emotional learning and self-regulation: the mediating role of critical thinking. International Journal of Learning and Change, 10(2), 101-112.
Azemi, K., Yailagh, M. S., & Omidian, M. (2021). The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy. The Quarterly Journal of New thoughts on Education, 7, 2, 1- 6.
Beland, K. (2007). Boosting social and emotional competence. Educational Leadership, 64, 68-71.
Burrows, A., Lockwood, M., Borowczak, M., Janak, E., & Barber, B. (2018). Integrated STEM: Focus on informal education and community collaboration through engineering. Education Sciences, 8(1), 4- 18.
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed), Second Edition. Routledge Academic. Retrieved from http://
www.amazon.com/dp/0805863737
Collaborative for Academic, Social and Emotional Learning [CASEL]. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago, Illinois: Collaborative for Academic, Social, and Emotional Learning.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2008). SEL assessment, tools, needs and outcome assessments. Chicago, Illinois: Collaborative for Academic, Social, and Emotional Learning.
Collie, R. J., Ginns, P., Martin, A. J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English-and Chinese-speaking Australian students. Educational Psychology, 37(8), 947-964.
Colmar, S., Liem, G. A. D., Connor, J., & Martin, A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students. Educational Psychology, 39(8), 1068-1089.
Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.
Datu, J. A. D., & Yang, W. (2018). Psychometric validity and gender invariance of the academic buoyancy scale in the Philippines: A construct validation approach. Journal of Psychoeducational Assessment, 36(3), 278-283.
Datu, J. A. D., & Yang, W. (2021). Academic buoyancy, academic motivation, and academic achievement among filipino high school students. Current Psychology, 40(8), 3958-3965.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.
Erdogan, N., & Stuessy, C. L. (2015). Modeling successful STEM high schools in the United States: An ecology framework. International Journal of Education in Mathematics, Science and Technology, 3(1), 77-92.
Eriksen, E. V., & Bru, E. (2022). Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents. Scandinavian Journal of Educational Research, 1-15.
Feuerborn, L. L., & Gueldner, B. (2019). Mindfulness and social-emotional competencies: Proposing connections through a review of the research. Mindfulness, 10(9), 1707-1720.
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113, 101–123.
Green, S. B., & Yang, Y. (2015). Evaluation of Dimensionality in the Assessment of Internal Consistency Reliability: Coefficient Alpha and Omega Coefficients. Educational Measurement: Issues and Practice, 34(4), 14–20. doi:10.1111/emip.12100
Hayes, A. F., & Coutts, J. J. (2020). Use Omega Rather than Cronbach’s Alpha for Estimating Reliability. But…. Communication Methods and Measures, 14(1), 1–24. doi:10.1080/19312458.2020.1718629
Hopkins, M. M., & Bilimoria, D. (2008). Social and emotional competencies predicting success for male and female executives. Journal of management development.27, 1, 13- 35.
Hutagalung, J. B., Saija, A. F., & Noija, S. (2022). Academic buoyancy mahasiswa fakultas kedokteran ditinjau berdasarkan jalur masuk perguruan tinggi di universitas pattimura ambon. Molucca Medica, 91-96.
Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. Breaking the mold of pre-service and inservice teacher education: Innovative and successful practices for the 21st century, 133-143.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525.
Johnsen, S. K. (Ed.). (2021). Identifying gifted students: A practical guide. Routledge.
Kasza, P., & Slater, T. F. (2017). A survey of best practices and key learning objectives for successful secondary school STEM academy settings. Contemporary Issues in Education Research (CIER), 10(1), 53-66.
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self‐regulatory and social‐emotional competencies to the table. Child development perspectives, 6(2), 105-111.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of school psychology, 46(1), 53-83.
Martin, A. J., & Marsh, H. W. (2008b). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26(2), 168-184.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes correlates and cognate constructs. Oxford Review of Education, 35, 353–370.
Martin, A. J., & Marsh, H. W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44(4), 301-312.
Martin, A., & Marsh, H. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the schools, 43(3): 267- 281
Martinsone, B., & Vilcina, S. (2017). Teachers' 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.
Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide (Version 7). Los Angeles, CA: Author.
Nakamichi, K., Nakamichi, N., & Nakazawa, J. (2021). Preschool social-emotional competencies predict school adjustment in Grade 1. Early Child Development and Care, 191(2), 159-172.
Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo, B. D. (2014). Social–emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138-147.
Ogurlu, Ü., Sevgi-Yalın, H., & Yavuz-Birben, F. (2018). The relationship between social–emotional learning ability and perceived social support in gifted students. Gifted Education International, 34(1), 76-95.
Paolini, A. C. (2020). Social Emotional Learning: Key to Career Readiness. Anatolian Journal of Education, 5(1), 125-134.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Technical Report. Collaborative for Academic, Social, and Emotional Learning (NJ1).
Privitera, G. J. (2017). Student Study Guide With IBM® SPSS® Workbook for Statistics for the Behavioral Sciences. Sage publications.
Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., & Kiuru, N. (2019). Reducing stress and enhancing academic buoyancy among adolescents using a brief web-based program based on acceptance and commitment therapy: A randomized controlled trial. Journal of youth and adolescence, 48(2), 287-305.
Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002). Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: Variable-and person-centered approaches. Anxiety, Stress & Coping, 15(4), 345-368.
Rohinsa, M., Cahyadi, S., Djunaidi, A., & Iskandar, Z. (2019). The Role of Personality Traits in Predicting Senior High School Students’ Academic Buoyancy. The Journal of Social Sciences Research, 5(9),1336-1340
Rosemary, A., Wawire, Ch., & Doyne, M. (2019). Relationship between Self-efficacy and Academic Buoyancy among form three Students in Selected Secondary Schools in Migori County, Kenya. International. Journal of Research and Scientific Innovation, 6 (12), 161- 170.
Safoura, J., & Behzad, G. (2019). Academic buoyancy in higher education Developing sustainability in language learning through encouraging buoyant EFL students. JARHE, 11(2), 162 -177.
Sihotang, A. F., & Nugraha, S. P. (2021) Academic Buoyancy for New Students during the Covid-19 Pandemic. In Proceding of Inter-Islamic University Conference on Psychology. 1, 1, 1-8.
Street, H. (2017). Measures of success: Exploring the importance of context in the delivery of well-being and social and emotional learning programmes in Australian primary and secondary schools. In Social and emotional learning in Australia and the Asia-Pacific (pp. 39-54). Springer, Singapore.
Tarbetsky, A. L., Martin, A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In Social and emotional learning in Australia and the Asia-Pacific (pp. 17-37). Springer, Singapore.2
Torres-Crespo, M. N., Kraatz, E., & Pallansch, L. (2014). From Fearing STEM to Playing with It: The Natural Integration of STEM into the Preschool Classroom. SRATE Journal, 23(2), 8-16.
Turki, F. J., Jdaitawi, M., & Sheta, H. (2018). Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students. Active Learning in Higher Education, 19(2), 145-158.
Weisberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3– 19). New York: Guilford.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (Eds.). (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.
Williams, P. (2011). STEM Education: Proceed with caution. Design And Technology Education: An International Journal, 16(1), 26- 35.
World Economic Forum. (2015). New vision for education: Unlocking the potential of technology. Vancouver, BC: British Columbia Teachers' Federation.
Yang, C. (2021). Online teaching self-efficacy, social–emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic. School Psychology Review, 50(4), 505-518.E
Yu, K., Martin, A. J., Hou, Y., Osborn, J., & Zhan, X. (2019). Motivation, engagement, academic buoyancy, and adaptability: The roles of socio-demographics among middle school students in China. Measurement: Interdisciplinary Research and Perspectives, 17(3), 119-132.
Yüksel, M., Okan, N., Eminoglu, Z., & Akça-Koca, D. (2019). The Mediating Role of Self-Efficacy and Hope on Primary School Students' Social-Emotional Learning and Primary Mental Abilities. Universal Journal of Educational Research, 7(3), 729-738.
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ).International Journal of Emotional Education,4, (2), 27-42.
Zieher, A. K., Cipriano, C., Meyer, J. L., & Strambler, M. J. (2021). Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic. School Psychology, 36(5), 388–397.
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological consultation, 17(2-3), 233-255.
Zins, J. E., Payton, J. W., Weissberg, R. P., & O'Brien, M. U. (2007). Social and emotional learning for successful school performance. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 376–395). OxfordUniversity Press.