بیگدلی، ا. (1398). مدیریت روابط درون فردی و میان فردی مبتنی بر مدل نظم جویی هیجان ها در معرفی الگوی مفهومی آموزش. ر. پیش قدم (ویراستار)، معرفی الگوی مفهومی آموزش (صص. 177 -209). انتشارات دانشگاه فردوسی مشهد.
پیش قدم ، ر.، طباطبائیان، م.، س.، و ناوری، ص. (1392). تحلیل انتقادی و کاربردی نظریه های فراگیری زبان اول: از پیدایش تا تکوین. انتشارات دانشگاه فردوسی مشهد.
پیش قدم، ر.، ابراهیمی،ش.، و العبدوانی، ت. (1402). طراحی و هنجاریابی پرسشنامه انرژی معلّم: گامی به سوی فرادلی. مطالعات زبان و ترجمه، 56(1)، 1-38.
پیش قدم، ر.، ابراهیمی،ش.، و طباطبائیان، م. س. (1398). رویکردی نوین به روان شناسی آموزش زبان. انتشارات دانشگاه فردوسی مشهد.
پیش قدم، ر.، فیروزیان پوراصفهانی، آ.، و طباطبائی فارانی، س. (1396). واکاوی عبارت ناز کردن و ترکیب های حاصل از آن در زبان فارسی در پرتو الگوی هیجامد
. مطالعات فرهنگ و ارتباطات، 18(19)، 67-96.
https://doi.org/10.22083/jccs.2017.96182.2240
پیشقدم، ر.، ابراهیمی، ش. (1396، دی). معرفی الگوی هیجامد و شیوه های افزایش آن در آموزش زبان فارسی به غیرفارسی زبانان [ارائه مقاله]. دومین همایش ملی آموزش زبان و ادبیات فارسی، مشهد.
جهانی، ز. و ابراهیمی، ش .، و بامشکی، س.(1400). آسیب شناسی و تحلیل محتوای کتابهای تاریخ زبان فارسی در پرتو الگوی هیجامد. مطالعات زبان و ترجمه، 54(2)،89-122.
خداپناهی، م. ک. (1397). انگیزش و هیجان. سمت.
Amini, A., & Weisi, H. (2023a). The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context. Journal of Applied Research in Higher Education, 15(1), 34-50. https:// doi.org/ 10.1108/JARHE-05-2021-0175
Amini, A., & Weisi, H. )2023b). Measuring student identity emotioncy tension (SIET) and its applications in the EFL contexts: Validating and investigating the psychometric quality of SIETS. Language Related Research. https:// doi.org/ 20.1001.1.23223081.1401.0.0.262.4
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469. 485. https:// doi.org/ 10.1037//0003-066X.55.5.469
Barbalet, J. (2019). ‘Honey, I shrunk the emotions’: late modernity and the end of emotions. Emotions and Society, 1(2), 133-146. https:// doi.org/ 10.1332/ 263168919X 15662881966944
Brown, A. D. (2015). Identities and identity work in organizations. International Journal of Management Reviews, 17(1), 20-40. https:// doi.org/ 10.1111/ ijmr.12035
Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press.
Chen, X., He, J., & Fan, X. (2022). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the US.
International Journal of Bilingual Education and Bilingualism,
25(1), 342-354.
https://doi.org/10.1080/13670050.2019.1688247
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. https:// doi.org/ 10.1017/ s0267190514000191
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Edwards, J. (2009). Language and identity: An introduction. Cambridge University Press.
Eisenberg, N., Eggum-Wilkens, N. D., & Spinrad, T. L. (2015). The development of prosocial behavior. In D. A. Schroeder & W. G. Graziano (Eds.), The Oxford handbook of prosocial behavior (pp. 114–136). Oxford University Press.
Erickson, R. P. (1968). Stimulus coding in topographic and nontopographic afferent modalities: on the significance of the activity of individual sensory neurons.
Psychological Review,
75(6), 447-465.
https://doi.org/10.1037/h0026752
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling.
American Journal of Theoretical and Applied Statistics,
5(1), 1-4.
https://doi.org/10.11648/j.ajtas.20160501.11
Fathi, J., Derakhshan, A., and Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers.
Iranian Journal of Applied Language Studies. 12 (1), 61–80.
https://doi.org/10.22111/IJALS.2020.5725
Greenspan, S., & Weider, S. (1998). The child with special needs. Encouraging intellectual and emotional growth. Perseus Publishing.
Gross, J.J. (2015). The extended process model of emotion regulation: Elaborations, applications, and future directions.
Psychology and Inquiry, 26(1), 130-137. https://doi.org/
10.1080/1047840X.2015.989751
Halford, S., & Leonard, P. (2006). Place, space and time: Contextualizing workplace subjectivities. Organization Studies, 27(5), 657-676. https:// doi.org/ 10.1177/ 0170840605059453
Harlen, W., & Qualter, A. (2014). The teaching of science in primary schools. Routledge.
Hébert, T. P. (2021). Creating environments for social and emotional development. In K. J. Susan, D. Dailey, & A. Cotabish (Eds.), NAGC pre-k–grade 12 gifted education programming standards (pp. 27-44). Routledge.
Holstein, J., & Gubrium, J. (1995). The active interview. Sage.
Karki, K. K., Moasun, F. Y., Freymond, N., Giwa, S., & Zoltek, A. M. (2022). MSW students’ perception of the professional identity of the social work practitioner and the social work researcher: Considerations for educators.
Journal of Social Work Education,
30 (4
), 1-14.
https://doi.org/10.1080/10437797.2021.1997683
Khodapanahi, M. K. (2018). Motivation and emotion. SAMT.
Lincoln, T. M., Schulze, L., & Renneberg, B. (2022). The role of emotion regulation in the characterization, development and treatment of psychopathology.
Nature Reviews Psychology,
1(5), 272-286.
https://doi.org/10.1038/s44159-022-00040-4
Makiabadi, H., Pishghadam, R., Meidani, E. N., & Khajavy, G. H. (2019). Examining the role of emotioncy in willingness to communicate: A structural equation modeling approach.
Revista de Psicodidáctica (English ed.),
24(2), 120-130.
https://doi.org/10.1016/j.psicoe.2019.03.003
Oshima, R. & S. Harvey. (2017). The concept of learning Japanese: Explaining why successful students of Japanese discontinue Japanese studies at the transition to tertiary education.
The Language Learning Journal, 45 (2), 153-170.
https://doi.org/10.1080/09571736.2013.833646
Ozer, S., & Schwartz, S. J. (2022). Identity development in the era of globalization: Globalization-based acculturation and personal identity development among Danish emerging adults.
European Journal of Developmental Psychology,
19(1), 22-42.
https://doi.org/10.1080/17405629.2020.1858405
Pang, Y., Song, C., & Ma, C. (2022). Effect of different types of empathy on prosocial behavior: Gratitude as mediator.
Frontiers in Psychology, 17(13),768827.
http://doi:10.3389/fpsyg.2022.768827
Pishghadam, R. (2015, October). Emotioncy in language education: From exvolvement to involvement [Paper presentation]. The 2nd Conference on Interdisciplinary Approaches on Language Teaching, Literature, and Translation Studies, Mashhad, Iran.
Pishghadam, R. (2016, May). Emotioncy, extraversion, and anxiety in willingness to communicate in English [Paper presentation]. The 5th International Conference on Language, Education, and Innovation, London, England.
Pishghadam, R. (2017, July). Emotioncy: A concept to explain the origin of personality traits [Paper presentation]. The International Society for the Study of Individual Differences.
Pishghadam, R. (2022). 104 conceptual concepts. Lulu Press
Pishghadam, R., & Ebrahimi, Sh. (in press). Barasi zabânâhang delnegarâni baray-e digari dar iranian: âz hichdeli ta faradeli [Examining the Cultuling of sympathy for others in Iranians: From apathy to metapathy].
Journal of Language Research.
https://doi.org/10.22051/jlr.2023.40927.2203
Pishghadam, R., & Shakeebaee, G. (2020). Economic, social, cultural, emotional, and sensory capitals in academic achievement.
Language Related Research,
11(5), 1-30.
https://doi.org/10.29252/LRR.11.5.1
Pishghadam, R., & Shayesteh, S. (2017). The consolidation of life issues and language teaching on the life-language model of emotioncy. Humanizing Language Teaching, 19(2), 1-14.
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education.
Multilingual Education, 3(3), 1–16.
https://doi.org/10.1186/2191-5059-3-9
Pishghadam, R., Al Abdwani, T., Kolahi Ahari, M., Hasanzadeh, S., & Shayesteh, S. (2022). Introducing metapathy as a movement beyond empathy: A case of socioeconomic status.
International Journal of Society, Culture, and Language,
10(2), 35-49.
https://doi.org/10.22034/ijscl.2022.252360
Pishghadam, R., Baghaei, P., & Seyednozadi, Z. (2017). Introducing emotioncy as a potential source of test bias: A mixed Rasch modeling study. International Journal of Testing, 17(2), 127-140. https:// doi.org/ 10.1080/ 15305058. 2016.1183208
Pishghadam, R., Ebrahimi, S., & Al Abdwani, T. (2023). Tarâhi va hanjâryabi-e porseshnâm-e energi moale: Gâmi be suy-e farâdeli [Development and validation of the teacher energy scale: A movement toward metapathy].
Language and Translation Studies, 56(1), 1-38.
https://doi.org/10.22067/lts.2022.78969.1160
Pishghadam, R., Ebrahimi, S., & Bigdeli, I. (2020). Moarefi-e olgu:y-e nimorokh-e hayajamadi va barrasi rabet-e ân ba nagersh fardi va ejtemaei [Introducing the emotioncy profile and examining its relationship with individual and social]. Social Cognition, 9(2). 100-119. https:// doi.org/10.30473/sc.2020.52094.2519
Pishghadam, R., Makiabadi, H., Shayesteh, S., & Zeynali, S. (2019). Unveiling the passive aspect of motivation: Insights from English language teachers’ habitus. International Journal of Society, Culture & Language, 7(2), 15-26.
Pishghadam, R., Rahmani, S., & Shayesteh, S. (2017). Compartmentalizing culture teaching strategies under an emotioncy-based model.
Kasetsart Journal of Social Sciences,
38(3), 359-367.
https://doi.org/10.1016/j.kjss.2016.08.017
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions.
Issues in Educational Research,
26 (3), 508-527.
https://doi.org/10.4236/jss.2021.95017
Radhakrishnan, R. (2001). Conjunctural identities, academic adjacencies. Orientations: Mapping Studies in the Asian Diaspora, 4(4), 249-63. https:// doi.org/ 10.1515/ 9780822381259-014
Rodrigo-Ruiz, D. (2016). Effect of teachers’ emotions on their students: Some evidence. Journal of Education & Social Policy, 3(4), 73-79.
Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Publishing Ltd.
Sharma, S. (2013). Self, identity and culture. In S. Menon, A. Sinha, & B. V. Sreekantan (Eds.), Interdisciplinary perspectives on consciousness and the self (pp. 117-124). Springer.
Shayesteh, S., Pishghadam, R. & Khodaverdi, A. (2020). FN400 and LPC responses to different degrees of sensory involvement: A study of sentence comprehension.
Advances in Cognitive Psychology, 16(1), 45-58.
https://doi.org/10.5709/acp-0283-6
Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64(1), 85-107. https:// doi.org/ 10.1177/ 00187267 10384290
Sturdy, A. (2003). Knowing the unknowable? A discussion of methodological and theoretical issues in emotion research and organizational studies. Organization, 10(1), 81-105. https:// doi.org/ 10.1177/ 135050840 3101004
Tajfel, H. (1978). Human groups and social categories. Cambridge University Press.
Titsworth, S., Mckenna, T. P., Mazer. J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers’ behaviors predict students’ enjoyment, hope, and pride?
Communication Education,
62(2), 191-209.
https://doi.org/10.1080/03634523.2013.763997
Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning.
Studies in Higher Education,
37(7), 811-824.
https://doi.org/10.1080/03075079.2010.549220
Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.). Handbook of identity theory and research (pp. 1-27). Springer.
Walker, B. W. (2022). A dynamic reframing of the social/personal identity dichotomy. Organizational Psychology Review, 12(1), 73-104. https:// doi.org/ 10.1177/ 20413866211020495
Wang, Z., McConachy, T., & Ushioda, E. (2021). Negotiating identity tensions in multilingual learning in China: A situated perspective on language learning motivation and multilingual identity.
The Language Learning Journal,
49(4), 420-432.
https://doi.org/10.1080/09571736.2021.1915366
Winter, R. P., & O’Donohue, W. (2012). Academic identity tensions in the public university: Which values really matter?
Journal of Higher Education Policy and Management,
34(6), 565-573.
https://doi.org/10.1080/1360080X.2012.716005
Zhang, X. (2021). The impact of EFL students’ emotioncy level on their motivation and academic achievement: A theoretical conceptual analysis.
Frontiers in Psychology,
12(7), 798564.
https://doi.org/10.3389/fpsyg.2021.798564
ارسال نظر در مورد این مقاله