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The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education

Higher education, 2017-07, Vol.74 (1), p.101-114

Ghanizadeh, Afsaneh

2017

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The Interrelationship Among EFL Teachers’ Smart Classroom Management, Their Students’ Learning Approach, Positive Orientation, and Language Learning

Research in English language pedagogy (Online), 2023-10, Vol.11 (4), p.733-755

2023

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Ability of neural network cells in learning teacher motivation scale and prediction of motivation with fuzzy logic system

Scientific reports, 2021-05, Vol.11 (1), p.9721-9721, Article 9721

2021

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EFL teachers' teaching style, creativity, and burnout: A path analysis approach

Cogent education, 2016-01, Vol.3 (1), p.1151997-17

2016

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Resilience in virtual education: Designing and validating a scale in higher education

ExELL : explorations in English language and linguistics, 2023-12, Vol.11 (2), p.172-197

2023

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Designing and Validating the Sources of EFL Teacher Apprehension Scale (STAS)

The Asia-Pacific education researcher, 2020-12, Vol.29 (6), p.495-508

2020

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The Impact of Blended Mindfulness Intervention (BMI) on University Students’ Sustained Attention, Working Memory, Academic Achievement, and Electroencephalogram (EEG) Asymmetry

Mindfulness, 2024-03, Vol.15 (3), p.675-688

2024

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Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

ExELL : explorations in English language and linguistics, 2020-12, Vol.8 (2), p.185-219

2020

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Relating EFL university students' mindfulness and resilience to self-fulfilment and motivation in learning

Issues in educational research, 2019-01, Vol.29 (3), p.695-714

2019

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Higher Order Thinking Skills in the Language Classroom: A Concise Guide

1st Edition 2020, 2020

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Probing EFL Teachers' Perceptions of Learners' Success Factors and its Contribution to Their Goal-Orientations and Organizational Commitment

Interchange (Toronto. 1984), 2020-12, Vol.51 (4), p.483-497

2020

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The dynamism of EFL teachers' professional identity with respect to their teaching commitment and job satisfaction

Cogent education, 2019-01, Vol.6 (1)

2019

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The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

Asian-Pacific journal of second and foreign language education, 2016-12, Vol.1 (1), Article 16

2016

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A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

RIMCIS : international and multidisciplinary journal of social sciences, 2018-11, Vol.7 (3), p.267-296

2018

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The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education

RIMCIS : international and multidisciplinary journal of social sciences, 2016-11, Vol.5 (3), p.228-252

2016

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Designing Supplementary Materials for Prospect Series and Probing their Impact on Emotional Facet and Perceptions

Research in English language pedagogy (Online), 2019-02, Vol.7 (1), p.137-166

2019

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The Effect of Simulation on Middle School Students' Perceptions of Classroom Activities and their Foreign Language Achievement: A Mixed-Methods Approach

International electronic journal of elementary education, 2017-03, Vol.9 (3), p.667-680

2017

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The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners’ Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal

Interchange (Toronto. 1984), 2023-09, Vol.54 (3), p.337-351

2023

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University students’ resilience in virtual education, personal best goals, anxiety, and academic achievement: towards the prospects of effective virtual education

Current psychology (New Brunswick, N.J.), 2024-04, Vol.43 (14), p.12447-12461

2024

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The Interplay Among EFL Learners’ Academic Procrastination, Learning Approach, Burnout, and Language Achievement

The Asia-Pacific education researcher, 2024-10, Vol.33 (5), p.1213-1222

2024

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Teachers’ Motivation and Its Association with Job Commitment and Work Engagement

Psychological studies, 2020-12, Vol.65 (4), p.455-466

2020

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Probing EFL Teachers’ Job Motivation in the Light of Intra-individual Level Predictors

Polish psychological bulletin, 2023-07

2023

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Flujo continuo y mejores resultados personales en la educación superior: combinación de métodos

Revista de psicodidáctica, 2021-07, Vol.26 (2), p.96-104

2021

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Metacognitive Awareness as the Predictor of Positive Self-Critical Rumination, Personal Best Goals (PBs), and Language Achievement

Journal of rational-emotive and cognitive-behavior therapy, 2024-12, Vol.42 (4), p.812-829

2024

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Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

International journal of instruction, 2017-07, Vol.10 (3), p.209-226

2017

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The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education

The Interrelationship Among EFL Teachers’ Smart Classroom Management, Their Students’ Learning Approach, Positive Orientation, and Language Learning

Ability of neural network cells in learning teacher motivation scale and prediction of motivation with fuzzy logic system

EFL teachers' teaching style, creativity, and burnout: A path analysis approach

Resilience in virtual education: Designing and validating a scale in higher education

Designing and Validating the Sources of EFL Teacher Apprehension Scale (STAS)

The Impact of Blended Mindfulness Intervention (BMI) on University Students’ Sustained Attention, Working Memory, Academic Achievement, and Electroencephalogram (EEG) Asymmetry

Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

Relating EFL university students' mindfulness and resilience to self-fulfilment and motivation in learning

Higher Order Thinking Skills in the Language Classroom: A Concise Guide

Probing EFL Teachers' Perceptions of Learners' Success Factors and its Contribution to Their Goal-Orientations and Organizational Commitment

The dynamism of EFL teachers' professional identity with respect to their teaching commitment and job satisfaction

The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education

Designing Supplementary Materials for Prospect Series and Probing their Impact on Emotional Facet and Perceptions

The Effect of Simulation on Middle School Students' Perceptions of Classroom Activities and their Foreign Language Achievement: A Mixed-Methods Approach

The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners’ Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal

University students’ resilience in virtual education, personal best goals, anxiety, and academic achievement: towards the prospects of effective virtual education

The Interplay Among EFL Learners’ Academic Procrastination, Learning Approach, Burnout, and Language Achievement

Teachers’ Motivation and Its Association with Job Commitment and Work Engagement

Probing EFL Teachers’ Job Motivation in the Light of Intra-individual Level Predictors

Flujo continuo y mejores resultados personales en la educación superior: combinación de métodos

Metacognitive Awareness as the Predictor of Positive Self-Critical Rumination, Personal Best Goals (PBs), and Language Achievement

Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

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