طراحی الگوی مدرسه شکوفا بر اساس مؤلفه‌های روان‌شناسی مثبت‌گرا، یادگیری معنادار و مشارکت دانش‌آموزی

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1–48. https://doi.org/10.5502/ijw.v6i3.1

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21–43. https://doi.org/10.1177/0272431693013001002

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). Teachers College Press.

Norrish, J. M., Williams, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147–161. https://doi.org/10.5502/ijw.v3i2.2

Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548–571. https://doi.org/10.1002/sce.10032

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.

Roffey, S. (2012). Pupil wellbeing—Teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8–17.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.

Seligman, M. E. P. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466

Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5

Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90. https://doi.org/10.1375/aedp.28.2.75