1. Pettus KR. The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence [Ph.D. Thesis]. [Columbia]: University of South Carolina; 2006.
2. Sommer M, Martin E. Does trait test anxiety compromise the measurement fairness of high-stakes scholastic achievement tests? Learning and Individual Differences. 2016;50:1-10. [
DOI]
3. Lowe PA, Mowbray T, Jacobs K, Boyle C. Should test anxiety be measured differently for males and females? Examination of measurement bias across gender on measures of test anxiety for middle and high school, and college students. JPsychoeduc Assess. 2015;33(3):238–46. [
DOI]
4. Ringeisen T, Raufelder D. The interplay of parental support, parental pressure and test anxiety e Gender differences in adolescents. J Adoles. 2015;45:67-79. [
DOI]
5. Soysa C, Weiss A. Mediating perceived parenting styles- test anxiety relationships: academic procrastination and maladaptive perfectionism. Learning and Individual Differences. 2014;34:77- 85. [
DOI]
6. Heiser P, Simidian G, Albert D, Garruto J, Catucci D, Faustino P, et al. Anxious for success: high anxiety in New York´ s schools. New York: New York State School Boards Association; 2015. [
Article]
7. Abolghasemi A, Beigi P, Narimani M. Comparison the efficacy of trainings of cognitive-behavior and emotion regulation skills on self-efficacy and academic adjustment of students with test anxiety. Educational Psychology. 2011;7(22):21-42. [Persian] [
DOI]
8. Bong M, Skaalvik EM. Academic self-concept and self-efficacy: how different are they really? Education Psychology Review. 2003;15(1):1-40.
9. Warnecke I, Haffinger L-M, Konradi H, Reiss N, Luka-Krausgrill U, Rohrmann S. Design of a guided internet-delivered counseling intervention for test anxiety. The European Journal of Counselling Psychology. 2020;8(1):163–76. [
DOI]
10. Bicer A, Perihan C, Lee Y. A Meta-Analysis: The effects of CBT as a clinic- & school-based treatment on students’ mathematics anxiety. Int Elect J Math Ed. 2020;15(2):em0576. [
DOI]
11. Asbrand J, Heinrichs N, Schmidtendorf S, Nitschke K, Tuschen-Caffier B. Experience versus report: where are changes seen after exposure-based cognitive-behavioral therapy? a randomized controlled group treatment of childhood social anxiety disorder. Child Psychiatry Hum Dev. 2020;51(3):427–41. [
DOI]
12. Creswell C, Violato M, Cruddace S, Gerry S, Murray L, Shafran R, et al. A randomised controlled trial of treatments of childhood anxiety disorder in the context of maternal anxiety disorder: clinical and cost-effectiveness outcomes. J Child Psychol Psychiatry. 2020;61(1):62–76. [
DOI]
13. Mohammadyfar MA, Yasamani L, Najafi M. The effectiveness of cognitive - behavioral training on reducing of test anxiety. Journal of Educational Psychology Studies. 2018;15(32):203–22. [Persian] [
DOI]
14. Bernhardt S. Anxiety and behavior: brief cognitive behavioral therapy in school with a ten-year-old boy using the coping cat program [Thesis for M.Sc. in School Psychology]. [Minnesota, USA]: Minnesota State University Moorhead; 2019.
15. Poorabolghasem Hosseini S, Hosseinkhanzadeh A, Mousavi SV. The effectiveness of attention reinforcement training on test anxiety of girl students. Journal of Pediatric Nursing. 2017;3(4):49–55. [Persian] [
DOI]
16. Silk JS, Pramana G, Sequeira SL, Lindhiem O, Kendall PC, Rosen D, et al. Using a smartphone app and clinician portal to enhance brief cognitive behavioral therapy for childhood anxiety disorders. Behav Ther. 2020;51(1):69–84. [
DOI]
17. Urao Y, Yoshida M, Koshiba T, Sato Y, Ishikawa S-I, Shimizu E. Effectiveness of a cognitive behavioural therapy-based anxiety prevention programme at an elementary school in Japan: a quasi-experimental study. Child Adolesc Psychiatry Ment Health. 2018;12:33. [
DOI]
18. Khan A, Malik TA, Ahmed S, Riaz A. Translation, adaptation and implementation of coping cat program with pakistani children. Child Youth Care Forum. 2020;49(1):23–41. [
DOI]
19. Jaradat AKM. A comparison of two methods for reducing test-anxiety and improving academic performance. PEOPLE: International Journal of Social Sciences. 2019;5(2):408–18. [
DOI]
20. Anastopoulos AD, King KA, Besecker LH, O’Rourke SR, Bray AC, Supple AJ. Cognitive-behavioral therapy for college students with adhd: temporal stability of improvements in functioning following active treatment. J Atten Disord. 2020;24(6):863–74. [
DOI]
21. Swan AJ, Kendall PC, Olino T, Ginsburg G, Keeton C, Compton S, et al. Results from the Child/Adolescent Anxiety Multimodal Longitudinal Study (CAMELS): functional outcomes. J Consult Clin Psychol. 2018;86(9):738–50. [
DOI]
22. Abolghasemi A, Asadi Moghadam A, Najariyan B, Shokrkon H. Build and validate a scale to measure test anxiety in third grade students of Ahvaz middle school. Science Quarterly Educational and Psychology of Shahid Chamran University of Ahvaz. 1996;3(3 & 4):61-74. [Persian]
23. Delavar A. Research methods in psychology and educational sciences. Virayesh Pub; 2019. [Persian]
24. Kendall PC, Hedtke KA. Cognitive-behavioral therapy for anxious children: therapist manual ; coping cat. 3rd ed. Ardmore, PA: Workbook Publ; 2006.
، حسن اسدزاده*2 
