Alabbassi, A. M. A., Sultan, Z. M., Karwowski, M., Cross, T. L., & Ayoub, A. E. A. (2023). Self-efficacy in gifted and non-gifted students: A multilevel meta-analysis. Personality and Individual Differences, 210, 112244 .https://doi.org/10.31234/osf.io/zgujt
Alexopoulou, A., Batsou, A., & Drigas, A. (2019). Resilience and academic underachievement in gifted students: Causes, consequences and strategic methods of prevention and intervention. International Journal of Online and Biomedical Engineering, 15(14), 78-86. https://doi.org/10.3991/ijoe.v15i14.11251
Almasi, F., Shokri, O., & Fathabadi, J. (2023). Sakht va atebaryabi moghadamati abzar ghrbalgari tabavari ravanshenakhti dar nojavanan tizhosh ]Development and preliminary validation of a psychological resilience screening test in gifted adolescents[. Studies in Learning & Instruction, 15(1), 178-210. https://doi.org/10.22099/jsli.2023.7191
Almukhambetova, A., & Hernandez-Torrano, D. (2020). Gifted students’ adjustment and underachievement in university: An exploration from the self-determination theory perspective. Gifted Child Quarterly, 64(2), 117- 131. https://doi.org/10.1177/0016986220905525
Ardeshir Larijani, M., Shokri, O., & Sharifi, M. (2022). Naghsh vasethay portaghati ravani dar rabeth bin valedgari tavanmandsaz ba tabavari ravanshenakhti dar danshjoyan ]The mediating role of mental toughness on the relationship between strength-based parenting with psychological resilience among university students[. Contemporary Psycjhology, 16(2), 103-116. http://dorl.net/dor/20.1001.1.20081243.1402.16.2.8.6
Arslan, G., Allen, K. A., & Waters, L. (2023). Strength-based parenting and academic motivation in adolescents returning to school after COVID-19 school closure: Exploring the effect of school belonging and strength use. Psychological Reports, 126(6), 2940-2962. https://doi.org/10.1177/00332941221087915
Azmal, F., & Shokri, O. (In press). Didgah nojavanan tizhosh dar mord angizh yadgiri yk tahghigh kifi ]Gifted adolescents' perspective on learning motivation: A qualitative research[. Studies in Learning & Instruction.
Barbier, K., Donche, D., & Verschueren, K. (2019). Academic (under) achievement of intellectually gifted students in the transition between primary and secondary education: An individual learner perspective. Frontiers in Psychology, 10, 25-33. https://doi.org/10.3389/fpsyg.2019.02533
Bar-On, R., & Maree, J. G. (2009). In search of emotional-social giftedness: A potentially viable and valuable concept. International Handbook on Giftedness, 559-570. https://doi.org/10.1007/978-1-4020-6162-2 26
Beaumont, E., & Martin, C. J. S. (2016). A proposal to support student therapists to develop compassion for self and others through Compassionate Mind Training. The Arts in Psychotherapy, 50, 111–118. https://doi.org/10.1016/j.aip.2016.06.005
Bi, X., Yang, Y., Li, H., Wang, M., Zhang, W., & Deater-Deckard, K. (2018). Parenting styles and parent–adolescent relationships: The mediating roles of behavioral autonomy and parental authority. Frontiers in psychology, 9, 2187. https://doi.org/10.3389/fpsyg.2018.02187
Blass, S. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Australian Journal of Guidance and Counselling, 24(2), 243-255. https://doi.org/10.1017/jgc.2014.1
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.
Bubb, S., & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/careers and teachers. Improving Schools, 23(3) 209–222. https://doi.org/10.1177/1365480220958797.
Casale, S., Fioravanti, G., & Ghinassi, S. (2023). Applying the self-determination theory to explain the link between perceived parental overprotection and perfectionism dimensions. Personality and Individual Differences, 204, 112044. https://doi.org/ 10.1016/j.paid.2022.112044
Cresswell, J. (2013). Qualitative inquiry and research design. Sage Publications.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. Sage Publishing.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of motivation, human development, and health. Canadian Psychology, 49, 182-185. https://doi.org/10.1037/a0012801
Deepa, R., & Panicker, A. S. (2016). A phenomenological approach to understand the challenges faced by medical students. The Qualitative Report, 21(3), 584-602. https://doi.org/10.46743/21603715/2016.2222
Enzebati, F., Shokri, O., & Fathabadi, J. (In Press). Naghsh vasethay rahbordhay moghablh shenakhti dar rabth bin sarsakhti zhni va bhzisti ravanshenakhti dar dokhtaran va pesaran tizhosh ]The mediating role of cognitive coping strategies in the relationship between mental toughness and psychological well-being in gifted boys and girls[. Journal of Developmental Psychology: Iranian Psychologists.
Everitt-Reynolds, A., Treacy, J., Murphy, E., & Colwell, M. (2022). Compassion within an academic setting: Experiences of student nurses. Nurse Education Today, 109, 105241. https://doi.org/10.1016/j.nedt.2021.105241
Fong, C. J., & Kremer, K. P. (2020). An expectancy-value approach to math underachievement: Examining high school achievement, college attendance, and STEM interest. Gifted Child Quarterly, 64(2), 67-84. https://doi.org/10.1177/0016986219890599
Ge, S., Chen, C., Hewitt, P. L., & Flett, G. L. (2023). Father-daughter and mother-son relationships: Parental bonding behaviours and socially prescribed perfectionism in young adults. Personality and Individual Differences, 203, 112007. https://doi.org/10.1016/j.paid.2022.112007
Gralewski, J., & Jankowska, D. M. (2020). Do parenting styles matter? Perceived dimensions of parenting styles, creative abilities and creative self-beliefs in adolescents. Thinking skills and creativity, 38, 100709. https://doi.org/10.1016/j.tsc.2020.100709.
Guo, M., & Leung, F. K. (2021). Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students. Psychology in the Schools, 58(1), 107-123. https://doi.org/10.1002/pits.22424
Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. A. (2020). Motivating gifted and nongifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 110-117. https://doi.org/10.1016/j.lindif.2020.101871
Jackson, R. L., & Jung, J. Y. (2022). The identification of gifted underachievement: Validity evidence for the commonly used methods. British Journal of Educational Psychology, 92, 1133–1159. https://doi.org/10.1111/bjep.12492
Jules, M. A., Maynard, D. M. B., Lowe, G., Lipps, G., & Gibson, R. C. (2021). A psycho-social analysis of depression, anxiety and student engagement: Effects of parenting practices. Clinical child psychology and psychiatry, 26(1), 110-120. https://doi.org/10.1177/1359104520972447
Keijsers, L., Boele, S., & Bulow, A. (2022). Measuring parent–adolescent interactions in natural habitats. The potential, status, and challenges of ecological momentary assessment. Current Opinion in Psychology, 44, 264-269. https://doi.org/10.1016/j.copsyc.2021.10.002
Kheradmand, H., & Shokri, O. (In press). Modlsazi ravabt ali pishayandha va piamadhay angizsh pishraft tahsili dar nojavanan tizhosh ]Modeling the causal relationships of the antecedents and consequences of academic achievement motivation in gifted adolescents[. Journal of Developmental Psychology: Iranian Psychologists.
Khodaei, A., Shokri, O., & Almasi, F. (In press). Raviy amli va vyzhgihay ravansanji noskhh farsi meghyas farzandparvari tahsili ]Factorial validity and psychometric properties of the Persian version of the Academic Parenting Scale[. Journal of Family Psychology.
Khodaei, A., Shokri, O., & Almasi, F. (under review). Atebarsanji va vyzhegihay ravansanji noskhh farsi meghyas kherad valdini ]Validation and Psychometric Properties of the Farsi Version of the Parenting Wisdom Scale[. Quarterly Journal of Family and Research.
Kiakazemi, A., Shokri, O., & Fathabadi, J. (2023). Ravanshenasi mosbat tizhoshi charchobi baray moarfi modl khodmoraghbat gari ]The positive psychology of giftedness: Introducing a framework for self-care model[. Quarterly of Applied Psychology, 17(3), 121-142. https://doi.org/10.48308/apsy.2021.224138.1181.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage Publications.
MalekJafarian, M., Shokri, O., & Sharifi, M. (2021). Naghsh vasth ay esnadhay ali dar rabeth bin kamalgarayi ba bhzisti tahsili dar nojavanan tizhosh ]The mediating role of causal attributions on the relationship between perfectionism and academic well-being among gifted adolescents[. Journal of Developmental Psychoklogy: Iranian Psychologist, 18(70), 51-72.
Mofield, E., & Parker Peters, M. (2018). Mindset misconception? Comparing mindsets, perfectionism, and attitudes of achievement in gifted, advanced, and typical students. Gifted Child Quarterly, 62(4), 327-349. https://doi.org/10.1177/0016986218758440
Mofield, E., & Parker Peters, M. (2019). Understanding underachievement: Mindset, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 107-134. https://doi.org/10.1177/0162353219836737
Mofield, E., Parker Peters, M., & Chakraborti-Ghosh, S. (2016). Perfectionism, coping and underachievement in gifted adolescents: Avoidance vs. approach orientations. Education sciences, 6)4), 21. https://doi.org/10.3390/educsci6030021
Mukherjee, T. (2022). Child well-being at the crossroads: the impact of parental work and lifestyle choices from a socio-ecological perspective. In Child Safety, Welfare and Well-being: Issues and Challenges (pp. 143-162). Springer Singapore.
Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of school psychology, 78, 96-114. https://doi.org/10.1016/j.jsp.2019.11.004
Papadopoulos, D. (2020). Psychological framework for gifted children’s cognitive and socio-emotional development: A review of the research literature and implications. Journal for the Education of Gifted Young Scientists, 8(1), 305–323. https://doi.org/10.17478/jegys.666308
Pasbani, R., Shokri, O., & Pourshahriar, H. (2015). Naghsh vasth ay estrs tahsili dar rabeth bin tars az arzyabi manfi ba behzisti haijani dar nojavanan tizhosh va adi ]The mediating role of academic stress on the relationship between fear of negative evaluation and emotional well-being in gifted and non-gifted adolescents[. Contemporary Psychology, 10(1), 57-72.
Ramos, A., Lavrijsen, J., Soenens, B., Vansteenkiste, M., Sypre, S., & Verschueren, K. (2021). Profiles of maladaptive school motivation among high-ability adolescents: A person-centered exploration of the motivational pathways to underachievement model. Journal of Adolescence, 88, 146-161. https://doi.org/10.1016/j.adolescence.2021.03.001
Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (Under review). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon.
Razavi Alavi, Z., Shokri, O., & Pourshahriar, H. (2018). Modlyabi ravabt bin kamalgrayi, haijanat pishraft va behzisti tahsili dar danshamozan tizhosh azmon taghiyrnapaziri jensi ]Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance[. Psychology of Exceptional Individuals, 7(28), 95-135. https://doi.org/10.22054/jpe.2018.25529.1637
Reparaz, C., Rivas, S., Osorio, A., & Garcia-Zavala, G. (2021). A parental competence scale: Dimensions and their association with adolescent outcomes. Frontiers in Psychology, 12, 652884. https://doi.org/10.3389/fpsyg.2021.652884
Reyes, B., Martinez-Gregorio, S., Galiana, L., Tomas, J. M., & Santos, S. D. (2022). Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students. Journal of Child and Family Studies, 31, 3425–3434. 10.1007/s10826-022-02473-0
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Siegle, D., & McCoach, D. B. (2018). Underachievement and the gifted child. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 559–573). American Psychological Association. https://doi.org/10.1037/0000038-036
Siegle, D., Rubenstein, L., & McCoach, D. B. (2020). Do you know what I’m thinking? A comparison of teacher and parent perspective of underachieving gifted students’ attitudes. Psychology in the Schools, 64(2), 100–116. https://doi.org/10.1002/pits.22345
Snyder, K. E., Fong, C. J., Painter, J. K., Pittard, C. M., Barr, S. M., & Patall, E. A. (2019). Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review, 28, 100294. https://doi.org/10.1016/j.edurev.2019.100294
Sorkhabi, N., & Middaugh, E. (2019). Domain-specific parenting practices and adolescent self-esteem, problem behaviors, and competence. Journal of Child and Family Studies, 28(2), 505-518. https://doi.org/10.1007/s10826-018-1270-6.
Soufi, S., Shokri, O., Fathabadi, J., & Ghanbari, S. (2018). Estadad ejtemai atefi: chist va chera? ]Social-emotional giftedness: What and why?[ The 5th National Conference on School Psychology, Tehran.
Soufi, S., Shokri, O., Fathabadi, J., & Ghanbari, S. (2019). Sakhtar ali pishayandha va pasayandhay sabk zendegi tahsili salamatmehvar dar danshamozan saramad dokhtar ]Causal structure of antecedents and consequences of health-oriented academic lifestyle in gifted girl students[. Psychology of Exceptional Individuals, 9(35), 35-71. https://doi.org/10.22054/jpe.2020.46269.2049
Steenbergen- Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2020). The effectiveness of current intervention to reverse the underachievement of gifted students: Findings of a meta-analysis and systematic review. Gifted Child Quarterly, 64(2), 132-165. https://doi.org/10.1177/0016986220908601
Sternberg, R. J., Chowkase, A., Desmet, O., Karami, S., Landy, J., & Lu, J. (2021). Beyond transformational giftedness. Education Sciences, 11(5), 192. https://doi.org/ 10.3390/educsci11050192
Veas, A., Castejon J-L., O’Reilly, C., & Zigler, A. (2018). Mediation analysis of the relationship between educational capital, learning capital, and underachievement among gifted secondary school students. Journal for the Education of the Gifted, 41(4), 1-17. https://doi.org/10.1177/0162353218799436
Wang, L., Guo, M., & Wang, X. (2022). Development and validation of the Academic Parenting Scale for Chinese parents of primary school students. Current Psychology, 1-16. https://doi.org/10.1007/s12144022-04118-3
White, S. L. J., Graham, L., & Blaas, S. (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature reviews. Educational Research Review, 24, 55-66. https://doi.org/10.1016/j.edurev.2018.03.001
Wiley, K. R. (2020). The social and emotional world of gifted students: Moving beyond the label. Psychology in the Schools, 57(10), 1528-1541. https://doi.org/10.1002/pits.22340
Wilson, S. (2022). Can person-centred, strength based programs impact on parents’ engagement in education? International Journal of Applied Positive Psychology, 7, 51–71. https://doi.org/10.1007/s41042-021-00054-y
Wirthwein, L., Bergold, S., Preckel, F., & Steimayr, R. (2019). Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents’ assessment. Learning and Individual Differences, 73, 16-29. https://doi.org/10.1016/j.lindif.2019.04.003
Zeidner, M., & Matthews, G. (2017) Emotional intelligence in gifted students. Gifted Education International, 33(2), 163–182. https://doi.org/10.1177/0261429417708879