Alsarrani, A., Hunter, R. F., Dunne, L., & Garcia, L. (2022). Association between friendship quality and subjective wellbeing among adolescents: a systematic review. BMC public health, 22(1), 2420.‏ https://doi.org/10.1186/s12889-022-14776-4

Amonoo, H. L., Barclay, M.E., ElJawahri, A., Traeger, L. N., Lee, S. J., Huffman, & J. C. (2019). Positive Psychological Constructs and Health Outcomes in Hematopoietic Stem Cell Transplan- tation Patients: A systematic review. Biology of Blood and Marrow Transplantation, 25(1), e5- e16. https://doi.org/10.1016/j.bbmt.2018.09.030

Annabestani, S., & Naemi, A. (2019). Effectiveness of positive thinking traning on self-compassion and life expectancy in mothers of children with autism. Quarterly of Psychology of Exceptional Individuals, 9 (33), 45-68. https://doi.org/10.22054/jpe.2019.39002.1920

Antoine, P., Dauvier, B., Andreotti, E., & Congard, A. (2018). Individual differences in the effects of a positive psychology intervention: applied psychology. Personality and Individual Differences, 122(10), 140-147. https://doi.org/10.1016/j.paid.2017.10.024

Bakhshayesh, A. (2016). Investigating the relationship between resilience and friendship quality with life satisfaction among students. Journal of New Approaches in Educational Administration, 7(25), 145-158.

Banos, R. M., Etchemend, E., Farfallini, L., Palaciosbd, A. G., Querobd, S., & Botella, C. (2014). Earth of well-being system: A pilot study of an information and communication technology-based positive psychology intervention. The Journal of Positive Psychology. 9(6), 482-488. https://doi.org/10.1080/17439760.2014.927906

Bender, A. E., McKinney, S. J., Schmidt-Sane, M. M., Cage, J., Holmes, M. R., Berg, K. A., ... & Voith, L. A. (2022). Childhood exposure to intimate partner violence and effects on social-emotional competence: A systematic review. Journal of family violence, 37(8), 1263-1281.‏ https://doi.org/10.1007/s10896-021-00315-z

Collie, R. J., & Perry, N. E. (2019). Cultivating teacher thriving through social–emotional competence and its development. The Australian Educational Researcher, 46(4), 699-714.‏ https://doi.org/10.1007/s13384-019-00342-2

Collie, R. J., Martin, A. J., Renshaw, L., & Caldecott-Davis, K. (2024). Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors. Learning and instruction, 90, 101866.‏ https://doi.org/10.1016/j.learninstruc.2023.101866

Crowe, L. M., Anderson, V., Catroppa, C., Yeates, K. O., Lo, W., & Greenham, M. L. (2022). Self-perception and behavioural outcomes of early acquired brain injury. Neuropsychological rehabilitation, 1–14. Advance online publication. https://doi.org/10.1080/09602011.2022.2067188

Diener, E., & Chan, M. Y. (2011). Happy people live longer: Subjective well‐being contributes to health and longevity. Applied Psychology: Health and Well‐Being, 3(1), 1 43. https://doi.org/10.1111/j.1758-0854.2010.01045.x

Eriksen, E. V. & Bru, E. (2022). Investigating the links of social-emotional competencies: Emotional well-being and academic engagement among Scandinavian adolescents. Journal of Educational Research, 1-15. https://doi.org/10.1080/00313831.2021.2021441

Farnam, A., & Madadizade, T. (2017). Effect of positive training on positive psychological states (character strengths) of female high school students. Positive Psychology Research, 3 (1), 61-76. https://doi.org/10.22108/ppls.2017.96495.0 (in Persian)

Foody, M., Kuldas, S., Sargioti, A., Mazzone, A., & Norman, J. O. H. (2023). Sexting behaviour among adolescents: Do friendship quality and social competence matter?. Computers in Human Behavior, 142, 107651.‏ https://doi.org/10.1016/j.chb.2023.107651

Hanson, K. (2019). Positive psychology for overcoming symptoms of depression: A pilot study exploring the efficacy of a positive psychology self-help book versus a CBT self-help book. Behavioural and cognitive psychotherapy, 47(1), 95-113. https://doi.org/10.1017/S1352465818000218

Hijazi, E., & Zohrevand, Z. (2001). Examining the criteria and quality of friendships between female children and adolescents. Journal of Psychology and Educational Sciences, 6 (1), 1-20. https://journals.ut.ac.ir/article_12859.html (in Persian)

Ilbeigy Ghalenei, R., & Rostami, M. (2016). Role of Parenting Styles, Perfectionism, and Quality of Friendship in Predicting the Drug Craving in Addicted People. Etiadpajohi, 10 (37) :115-136. http://etiadpajohi.ir/article-1-602-fa.html

Karademas, E. C. (2006). Self-efficacy, Social support, and well-being: The mediating role of optimism. Personality and Individual Differences, 40, 1281-1290. Lyubomirsky, S. & Layous, K. (2013). How do simple positive activities increase wellbeing? Association for Psychological Science, 22, 1. 57– 62. https://doi.org/10.1016/j.paid.2005.10.019.   

Karademas, E. C., Konstantions, K., & Sideridis, G. D. (2007). Optimism, self-efficacy, and information processing of threat –and well-being- related stimuli. Stress and Health, 23, 285-294. https://doi.org/10.1002/smi.1147

Keshavarz Afshar, H., Javaheri, A., & Ghazinejad, N. (2020). Identifying the Quality of Friendship in Students with Learning Disabilities. Culture of counseling and psychotherapy, 11 (41), 91-116. https://doi.org/10.22054/qccpc.2020.47742.2231

Kim, S. H., & Shin, S. (2021). Social–emotional competence and academic achievement of nursing students: A canonical correlation analysis. International Journal of Environmental Research and Public Health, 18(4), 1752.‏ https://doi.org/10.1002/smi.1147

Kotera, Y., Green, P., & Sheffield, D. (2021). Positive Psychology for Mental Wellbeing of UK Therapeutic Students: Relationships with Engagement, Motivation, Resilience and Self-Compassion. International Journal of Mental Health and Addiction, 12(3), 1-16. https://doi.org/10.1007/s11469-020-00466-y

Lee, J., Shapiro, V. B., Robitaille, J. L., & LeBuffe, P. (2023). Measuring the development of social-emotional competence using behavioral rating scales in the context of school-based social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 2, 100015.‏ https://doi.org/10.1016/j.sel.2023.100015.

Manafi, F., khosravi, Z., & Dehshiri, G. (2019). The relationship between friendship quality, affective style and obsessive-compulsive, avoidant and dependent personality disorder symptoms. Biannual Journal of Clinical Psychology & Personality, 16 (2), 131-139. https://dorl.net/dor/20.1001.1.23452188.1397.16.2.12.5.

Mantz, L. S., Bear, G. G., Yang, C. & Harris, A. (2018). The Delaware Social –Emotional Competency Scale (DSECS-S): Evidence of Validity and Reliability. Child Indicators Research, 11(1), 137-157. https://doi.org/10.1007/s12187-016-9427-6.

Marie, D., Thoma, D., Barbara, J., & Pherson, M. C. (2011). Teaching positive psychology using team-based learning. The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 6(6), 487-491.

Mazaheri, M. (2023). The role of social-emotional competence and social bonding in adolescents' problematic use of the Internet [Master's thesis, Al-Zahra University]. (in Persian)

Mousavi, S., Dasht Bozorgi, Z., Heidarie, A., Pasha, R., & Borna, M. (2021). The Effectiveness of Positive Training on Self Compassion and Emotion Regulation in Men's Substance Dependents. Positive Psychology Research, 7 (1), 65-75. https://doi.org/10.22108/ppls.2021.125575.2004 (in Persian)

Na-Nan, K. (2024, July). The moderating effects of positive thinking on the relationship between job stress and turnover intention. In Evidence-Based HRM: A Global Forum for Empirical Scholarship (Vol. 12, No. 3, pp. 531-548). Emerald Publishing Limited.‏ https://doi.org/10.1108/EBHRM-09-2022-0233

Nazemi, F., Tajali, P., Ebrahimpour, M., Salehi, M. (2023). The Effectiveness of the Child Self-regulation Program on Self-perception and Friendship Quality of Children with Attention Deficit/hyperactivity Disorder, Journal of Psychology of Exceptional Individuals, 13(49), 59-85. https://doi.org/10.22054/jpe.2023.69193.2471 (in Persian)

O’Connell, B. H., O’Shea, D., & Gallagher, S. (2015). Enhancing social relationships through positive psychology activities: a randomised controlled trial. The Journal of Positive Psychology, 11(2), 149-162. https://doi.org/10.1080/17439760.2015.1037860

Poulou, M. S., & Denham, S. A. (2023). Teachers’ emotional expressiveness and coping reactions to students’ emotions: Associations with students’ social-emotional competences and school adjustment. Early education and development, 34(3), 607-625.‏ https://doi.org/10.1080/10409289.2022.2053486

Qesari Goodarzi, S., Ghadampour, E., Ghorbani, M. & Padervand, H. (2020). Effectiveness of group-based positive thinking training on social adjustment and reducing the interpersonal sensitivity of students with mathematical disorder . Empowering Exceptional Children Journal, 2 (23), 37-47. https://doi.org/10.22034/ceciranj.2020.218730.1333 (in Persian)

Yang, J., Deng, Y., & Wang, Y. (2023). Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School. Behavioral Sciences, 13(11), 922.‏ https://doi.org/10.3390/bs13110922

Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 2, 27-42.https://www.um.edu.mt/library/oar/bitstream/123456789/6140/1/ENSECV4I2P2.pdf.