Arefpour, A. M., Shojaei, F. S., Hatami, M., & Mahdavi, H. (2020). Prediction of resilience based on cognitive regulation of emotion and guilty feeling in women with breast cancer. Quarterly of Applied Psychology, 13(4), 509-526. [link]

Ataii, M., Saleh-Sedghpour, B., Asadzadeh-Dahraei, H., & Sadatee-Shamir, A. (2021). Effect of self-regulation on academic resilience mediated by perceived competence. International Journal of Behavioral Sciences, 15(3), 156-161. [link]

Bernal-Manrique, K. N., García-Martín, M. B., & Ruiz, F. J. (2020). Effect of acceptance and commitment therapy in improving interpersonal skills in adolescents: A randomized waitlist control trial. Journal of Contextual Behavioral Science, 17, 86-94. [link]

Blanchet, M., & Assaiante, C. (2022). Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. Children, 9(6), 892. [link]

Bonifacci, P., Tobia, V., Marra, V., Desideri, L., Baiocco, R., & Ottaviani, C. (2020). Rumination and emotional profile in children with specific learning disorders and their parents. International journal of environmental research and public health, 17(2), 389. [link]

Caskey, J., Innes, P., & Lovell, G. P. (2018). Making a difference: Dyslexia and social identity in educational contexts. Support for learning, 33(1), 73-88. [link]

Dahl, J. (2015). Valuing in ACT. Current Opinion in Psychology, 2, 43-46. [link]

Dehghani, Y., Hekmatian, S., & Kamran, L. (2019). Effectiveness of emotional regulation training in improving adaptability and social adequacy of students with learning disabilities. Journal of Applied Psychology, 13(2), 229-250. [link]

Deng, L., Daverpanah, N., & Izadpanah, S. (2022). The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students. Frontiers in Psychology, 13. [link]

Donolato, E., Cardillo, R., Mammarella, I. C., & Melby‐Lervåg, M. (2022). Research Review: Language and specific learning disorders in children and their co‐occurrence with internalizing and externalizing problems: a systematic review and meta‐analysis. Journal of Child Psychology and Psychiatry, 63(5), 507-518. [link]

Dortaj, A., Aliakbari Dehkordi, M., Naser Moghadasi, A., & Alipour, A. (2021). The Effectiveness of Acceptance and Commitment Therapy on Distress Tolerance, Pain Perception and Interleukin-12 in patients with Multiple Sclerosis. Quarterly of Applied Psychology, 15 (1): 49, 72, 2. [link]

Duchek, S., Raetze, S., & Scheuch, I. (2020). The role of diversity in organizational resilience: a theoretical framework. Business research, 13(2), 387-423. [link]

Dwiastuti, I., Hendriani, W., & Andriani, F. (2022). The impact of academic resilience on academic performance in college students during the Covid-19 pandemic. KnE Social Sciences, 25-41. [link]

Eftekari, A., & Bakhtiari, M. (2022). Comparing the Effectiveness of Schema Therapy with Acceptance and Commitment Therapy (ACT) on Cognitive Avoidance in GAD patients. Practice in Clinical Psychology, 10(1), 0-0. [link]

Garcia, Y., Keller-Collins, A., Andrews, M., Kurumiya, Y., Imlay, K., Umphrey, B., & Foster, E. (2022). Systematic review of acceptance and commitment therapy in individuals with neurodevelopmental disorders, caregivers, and staff. Behavior Modification, 46(5), 1236-1274. [link]

Gerhart, J. I., Baker, C. N., Hoerger, M., & Ronan, G. F. (2014). Experiential avoidance and interpersonal problems: A moderated mediation model. Journal of Contextual Behavioral Science, 3(4), 291-298. [link]

Ghanouni, P., & Quirke, S. (2023). Resilience and coping strategies in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 53(1), 456-467. [link]

Grau, P. P., Sripada, R. K., Ganoczy, D., Weinstein, J. H., & Pfeiffer, P. N. (2023). Outcomes of Acceptance and Commitment Therapy for depression and predictors of treatment response in Veterans Health Administration patients. Journal of Affective Disorders, 323, 826-833. [link]

Helmreich, I., Kunzler, A., Chmitorz, A., König, J., Binder, H., Wessa, M., & Lieb, K. (2017). Psychological interventions for resilience enhancement in adults. The Cochrane database of systematic reviews, 2017(2). [link]

Hooper, N., Larsson, A., & Hayes, S. C. (2015). The research journey of acceptance and commitment therapy (ACT). Basingstoke, UK: Palgrave Macmillan. [link]

Jang, E., Seo, Y. S., & Brutt‐Griffler, J. (2023). Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement. Reading Research Quarterly, 58(1), 160-176. [link]

Karampas, K., Pezirkianidis, C., & Stalikas, A. (2023). Combining Stress Mindset Training with Acceptance and Commitment Therapy (ACT): An Internet-Delivered Intervention for Emerging Adults During the Pandemic. In Emerging Adulthood in the COVID-19 Pandemic and Other Crises: Individual and Relational Resources (pp. 295-314). Cham: Springer International Publishing. [link]

Kaushik, P., & Jena, S. P. K. (2021). Self-Regulation learning strategies and academic performance in students with learning difficulty. International Journal of Behavioral Sciences, 14(4), 172-177. [link]

Kelson, J., Rollin, A., Ridout, B., & Campbell, A. (2019). Internet-delivered acceptance and commitment therapy for anxiety treatment: systematic review. Journal of medical Internet research, 21(1), e12530. [link]

Knight, L., & Samuel, V. (2022). Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review. Journal of Contextual Behavioral Science. [link]

Larsson, A., Hartley, S., & McHugh, L. (2022). A randomised controlled trial of brief web-based acceptance and commitment Therapy on the general mental health, depression, anxiety and stress of college Students. Journal of Contextual Behavioral Science, 24, 10-17. [link]

Little, A., Tarbox, J., & Alzaabi, K. (2020). Using acceptance and commitment training to enhance the effectiveness of behavioral skills training. Journal of Contextual Behavioral Science, 16, 9-16. [link]

Liu, W., Gao, Y., Gan, L., & Wu, J. (2022). The Role of Chinese Language Learners' Academic Resilience and Mindfulness in Their Engagement. Frontiers in Psychology, 13. [link]

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(3), 353-370. [link]

Maryam, T., & Hosein, T. (2022). The effectiveness of online training in acceptance and commitment therapy on psychological distress and resilience of nurses with Covid-19. [link]

Mawila, D. (2022). The Mediation role of Caregivers and Context on Individual Factors in Enabling Resilience Among Learners with Specific Learning Disability. Interchange, 1-14. [link]

Mirzahosseini, H., Pourabdol, S., Sobhi Gharamaleki, N., & Saravani, S. (2016). The effect of acceptance and commitment therapy in decreasing cognitive avoidance among students with Specific Learning Disorder (SLD). Iranian Journal of Psychiatry and Clinical Psychology, 22(3), 166-175. [link]

Moens, M., Jansen, J., De Smedt, A., Roulaud, M., Billot, M., Laton, J., ... & Goudman, L. (2022). Acceptance and Commitment Therapy to Increase Resilience in Chronic Pain Patients: A Clinical Guideline. Medicina, 58(4), 499. [link]

Moran, D. J., & Ming, S. (2022). The mindful action plan: Using the MAP to apply acceptance and commitment therapy to productivity and self-compassion for behavior analysts. Behavior Analysis in Practice, 15(1), 330-338. [link]

Muktamath, V. R., Hegde, P., & Chand, S. (2022). Types of specific learning disability. Learning Disabilities-Neurobiology, Assessment, Clinical Features and Treatments. [link]

Nemati, S., Pourtaleb, N., BadriGargari, R., Hashemi, T., Deetjen, R., & Shojaeian, N. (2022). The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability. Advances in Neurodevelopmental Disorders, 1-10. [link]

Paliliunas, D., Belisle, J., & Dixon, M. R. (2018). A randomized control trial to evaluate the use of acceptance and commitment therapy (ACT) to increase academic performance and psychological flexibility in graduate students. Behavior analysis in practice, 11, 241-253. [link]

Panicker, A. S., & Chelliah, A. (2016). Resilience and stress in children and adolescents with specific learning disability. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(1), 17. [link]

Pourtaleb, N., Badri, R., Nemati, S., & Hashemi, T. (2023). Development and Validation of the Acceptance and Commitment Education Program and Evaluation of Its Efficiency on Academic Resilience, Academic Stress and Academic Burnout in Students with Specific Learning Disability: A Single Subject Study. Journal of Exceptional Children, 23(2), 7-22. [link]

Rezaeisharif, A., Sobhi-gharamaleki, N., Pourabdol, S., Zarghamhajebi, M., & Beyki, M. (2021). The Effectiveness of Acceptance and Commitment Therapy on Improving Academic Self-regulation and Psychological Flexibility in Students with Specific Learning Disorder (SLD). Journal of Psychological Studies, 17(3), 115-136. [link]

Romero, A. (2013). Educational future orientation of middle school latino students. Georgia State University. [link]

Rostami, M., Veisi, N., Jafarian Dehkordi, F., & Alkasir, E. (2014). Social anxiety in students with learning disability: Benefits of acceptance and commitment therapy. Practice in Clinical Psychology, 2(4), 277-284. Rostami, M., Veisi, N., Jafarian Dehkordi, F., & Alkasir, E. (2014). Social anxiety in students with learning disability: Benefits of acceptance and commitment therapy. Practice in Clinical Psychology, 2(4), 277-284. [link]

Ryan, A. K., Pakenham, K. I., & Burton, N. W. (2020). A pilot evaluation of a group acceptance and commitment therapy‐informed resilience training program for people with diabetes. Australian Psychologist, 55(3), 196-207. [link]

Scaria, L. M., Bhaskaran, D., & George, B. (2022). Prevalence of Specific Learning Disorders (SLD) Among Children in India: A Systematic Review and Meta-Analysis. Indian Journal of Psychological Medicine, 02537176221100128. [link]

Soltaninejad, M., Asiabi, M., Ahmdi, B., & Tavanaiee Yosefian, S. (2014). A study of the psychometric properties of the Academic Resilience Inventory (ARI). Quarterly of Educational Measurement, 4(15), 17-35. [link]

Udell, C. J., Ruddy, J. L., & Procento, P. M. (2018). Effectiveness of acceptance and commitment therapy in increasing resilience and reducing attrition of injured US Navy recruits. Military medicine, 183(9-10), e603-e611. [link]

Ungar, M. (2019). Designing resilience research: Using multiple methods to investigate risk exposure, promotive and protective processes, and contextually relevant outcomes for children and youth. Child abuse & neglect, 96, 104098. [link]

Valizadeh, S., Makvandi, B., Bakhtiarpour, S., & Hafezi, F. (2020). The Effectiveness of" Acceptance and Commitment Therapy"(ACT) on resilience and cognitive flexibility in prisoners. Journal of Health Promotion Management, 9(4), 78-89. [link]

Widiger, T. A., Costa, P. T., & American Psychological Association (Eds.). (2013). Personality disorders and the five-factor model of personality. Washington, DC: American Psychological Association. [link]

Williams, T. A., Gruber, D. A., Sutcliffe, K. M., Shepherd, D. A., & Zhao, E. Y. (2017). Organizational response to adversity: Fusing crisis management and resilience research streams. Academy of management annals, 11(2), 733-769. [link]

Xie, F. (2021). A study on Chinese EFL teachers' work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology, 12, 735969. [link]