References
Aghazadeh, F. (2022). A review of modern assessment methods in experimental science education. Journal of Research in Experimental Science Education, 1 (4). (in persian)
Ashrafpour, M., Beheshti, Z., & Malokzadeh, S. (1999). Investigating the quality of final exams for learners at Babol University of Medical Sciences in the second semester of the 1999–2000 academic year. Journal of Babol University of Medical Sciences, 2(1382), 42–47. (in persian)
Bazargan Harandi, A., & Farastkhah, M. (2017). Supervision and evaluation in higher education (1st ed.). SAMT Publications. (in persian)
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review,13(1), 34–45. https://doi.org/10.1177/1533210107311624
Chang, E. C., Watkins, A. Y., & Banks, K. H. (2004). How adaptive and maladaptive perfectionism relate to positive and negative psychological functioning: Testing a stress-mediation model in black and white female college students. Journal of Counseling Psychology, 51, 93–102.
Chan, J. C. K., Wilford, M. M., & Hughes, K. L. (2012). Retrieval can increase or decrease suggestibility depending on how memory is tested: The importance of source complexity. Journal of Memory and Language, 67(1), 78–85. https://doi.org/10.1016/j.jml.2012.02.006
Creswell, J. D., Way, B. M., Eisenberger, N. I., & Lieberman, M. D. (2007). Neural correlates of self-affirmation. Social Cognitive and Affective Neuroscience, 2(4), 313–319. https://doi.org/10.1093/scan/nsm029
Dadsetan, P. (1997). Assessment and treatment of test anxiety. Psychology Journal, 1(1), 31–60. (in persian)
Dennis, M., & Dowson, M. (2003). Self esteem academic performance. Self Research Center, University of Western Australia.
Dehani, N. Z., & Nastizayi, N. (2021). The relationship between academic disinterest and test anxiety with academic burnout in Farhangian University students. Educational and School Studies, 10(4), 449–467. (in persian)
Esmaili, A., Gholamrezaei, S., & Gholamrezaei, S. (2021). Comparing the effects of mindfulness-based cognitive therapy, relaxation, and drug therapy in reducing test anxiety in gifted female students. Educational Psychology Studies, 18(43), 36–62. (in persian)
Falk, E. B., & O'Donnell, M. B. (2019). Positive messaging and stress regulation: Evidence from cognitive neuroscience. Trends in Cognitive Sciences, 23(11), 997–1009. https://doi.org/10.1016/j.tics.2019.09.005.
Falker, J. R., Henderson, L. J., & Becker, W. J. (2019). Stress and cognition: A user's guide to designing and interpreting studies. Progress in Neurobiology, 183, 101697. https://doi.org/10.1016/j.pneurobio.2019.101697.
Gay, L. R. (1991). Educational assessment and measurement: Competencies for analysis and application (2nd ed.). Macmillan Publishing Company.
Ghanizadeh, A., Mirzaei, S., & Moghaddam, H. (2024). The dynamic interaction between reflective thinking, mindfulness, and positive attitude in English language learners. Educational and School Studies, 13(4), 59–73https://doi.org/10.48310/PMA.2024.14054.4063. . (in persian)
Hong, R. Y. (1998). Test anxiety, perceived test threat and performance: A prospective examination. Personality and Individual Differences, 24(4), 505–517.
Herbert, M. (2000). Perspective on personality (2nd ed.). Allyn and Bacon.
Kazemimehr, M., & Safdari, S. (2024). The effect of portfolio assessment on writing anxiety and the quality of writing performance of intermediate level Iranian English language learners. Innovation in Teaching, Learning and Evaluation, 1(2), 43-56. https://doi.org/10.22034/JITLE.2024.476708.1011 (in Persian)
Khorshidi, A., & Malekshahi Rad, M. R. (2006). Educational assessment. Yestroun Publications. (in persian)
Larson, H. A., Yoder, A., Johnson, C., Ramahi, M. E., Sung, J., & Washburn, F. (2010). Test anxiety and relaxation training in third-grade students. Journal of Eastern Education, 39(1), 13–22.
Leger, N. (2003). Examination stress and test anxiety. Journal of Stress and Anxiety. (Note: Journal details incomplete).
Morales, W. (2005). Influence of support leadership, innovation & performance: An empirical examination. Journal of Organizational Innovation, 1(35), 18–29.
Munawar, M., Amiri, S., Afshari, G., & Hajizadeh, D. (2023). Study of test anxiety and ways to reduce it in students. In First International Conference on New Horizons in Education in the Third Millennium (pp. 1–8). Bushehr, Iran. (in Persian)
Naderi, S. (2016). Modern methods of assessing academic progress. In Iran Chemistry Education Conference (pp. 1–5). Zanjan, Iran. (in Persian)
Naderi, E., & Saremi, K. (2024). The well-being of English teachers: the effect of increasing conditions and stress-reducing resources in the work environment. Innovation in Teaching, Learning and Evaluation, 1(2), 27-42. https://doi.org/10.22034/jitle.2024.476467.1010 [In Persian]
Nekoofar, M. (2023). Evaluating the efficacy of a three-part formative assessment program to improve high school students’ mathematics performance. Educational and School Studies, 12(2), 275–296. https://doi.org/10.48310/PMA.2023.3058 (in Persian)
Nosrat Nahooki, A., & Dehvari, A. (2013). A comparison of creativity and test anxiety in students covered by descriptive assessment programs and traditional assessment. In National Conference of the Iranian Curriculum Studies Association (Changes in the Curriculum of Educational Levels) (pp. 10–18). Tehran, Iran. (in Persian)
Rahmani, Y., & Zargar, M. R. (2022). Factors affecting the causes of anxiety and stress in students, with an emphasis on its reduction or elimination. In The 4th National Conference on Organizational and Management Research (pp. 35–42). Tehran, Iran. (in Persian)
Raouf, A. (1990). Small innovation, big change. In R. Saki (Ed.), Abstracts of the Conference on Change and Innovation in Educational Organization and Management (pp. 121–129). Tehran: Education Research Institute. (in Persian)
Rastegar, T. (2017). Evaluation in service of education: New approaches in assessment and evaluation with an emphasis on continuous and dynamic assessment and effective feedback to students in the educational process (10th ed.). Tehran: Avaye Noor Publications. (in Persian)
Safdari, S. (2021). Task motivation and transfer of learning across tasks: The case of learning the English definite article. Issues in Language Teaching, 10(2), 203-232. http://dx.doi.org/10.22054/ilt.2022.63219.625
Salehi, Z., Ahmadpour, S., & Bagheri, A. (2019). Research-centeredness and professional competencies of science teachers. Tehran: Department of Educational Research. (in Persian)
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46(4), 929–938. https://doi.org/10.1037/0022-3514.46.4.929
Shahabi Moghaddam, P. (2019). Investigating the importance of the role of evaluation in the effectiveness of educational planning (Unpublished master's thesis). University of Tehran, Tehran, Iran. (in Persian)
Shamloo, S. (2011). Personality psychology (20th ed.). Tehran: Roshd Publications. (in Persian)
Sharifian, A. (2002). A comparative study of the academic achievement evaluation system in eight countries and the presentation of a suitable model (Unpublished research report). Institute for Educational Research, Tehran, Iran. (in Persian)
Sheikh Momen Kinji, F., Mansour Samai, S., Shams Natri, A., & Mousavi, S. H. (2024). The effect of educational administrators' cultural intelligence on teachers' motivation and willingness to implement educational innovations with the mediating role of school organizational culture. Educational Innovation, Learning and Evaluation, 2(3), 47–67. (in Persian)
Sheikh-ul-Islami, A., & Seyyed-Esmaili-Qomi, N. (2014). Comparing the effects of mindfulness-based stress reduction and study skills training methods on students' test anxiety. School and Educational Psychology, 3(2), 104–121. (in Persian)
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
Varastehnia, M., & Oji Nezhad, A. R. (2022). Predicting academic achievement motivation through academic adjustment, academic burnout, and test anxiety. Educational and School Studies, 11(1), 505–531. (in Persian)
Yeganeh Pishkenari, A., Assareh, A., Safarnavadeh, M., & Armand, M. (2025). Presenting a model of learning strategies from the meta-cognitive perspective of high school students during the Corona disease period with an interpretive approach. Innovation in Teaching, Learning and Evaluation, 2(1), 1-21. https://doi.org/10.22034/jitle.2025.509593.1025 (in Persian)
Zaragoza, M. S., Mitchell, K. J., Payment, K., & Drivdahl, S. (2011). False memory for fabricated events: The role of source monitoring. In M. P. Toglia, J. M. Lampinen, & S. L. Foster (Eds.), Handbook of eyewitness psychology: Memory for events (Vol. 1, pp. 211–238). New York, NY: Psychology Press.
Zolfaghari Fard, Z. (2022). A look at test anxiety among elementary school students: Strategies for prevention and treatment (Unpublished manuscript). Department of Educational Psychology, University of Isfahan, Isfahan, Iran. (in Persian)
