Abbasi N, Dehghani A, Ghamrani A, Abedi M R. (2023). Investigating the Effect of Mentalization-based Therapy (MBT) and Filial Therapy on Interactions of Student with Attention Deficit Hyperactivity Disorder: Parent and Teacher-child Interactions. Pajouhan Sci J; 21 (1) :22-31. [link]
Aghakhani,Z. , Mousapour,N. and najafi,Y. (2020). A comparative study of Teachers "teaching" in primary schools: Is the type of university important?. Iranian Journal of Curriculum Studies, 15(56), 41-64. [link]
Alamolhoda, M., & Zeinali, A. (2022). Students' Academic Self-Efficacy Model: Role of Metacognition and Meta-Emotion with Mediating of Self-Directed Learning. Teaching and Learning Research, 18(2), 144-156. [link]
Ampofo, J., Bentum-Micah, G., Xusheng, Q., Sun, B., & Mensah Asumang, R. (2025). Exploring the role of teacher empathy in student mental health outcomes: a comparative SEM approach to understanding the complexities of emotional support in educational settings. Frontiers in psychology, 16, 1503258. [link]
Aytaç, T., & Kula, S. (2020). The effect of student-centered approaches on students' creative thinking skills: A meta-analysis study. International Journal of Contemporary Educational Research, 7(2), 62–80. [link]
Bak, P. L., Midgley, N., Zhu, J. L., Wistoft, K., & Obel, C. (2015). The resilience program: Preliminary evaluation of a mentalization-based education program. Frontiers in Psychology, 6, 753. [link]
Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing. Teachers and Teaching: Theory and Practice, 19(6), 634–646. [link]
Cecere, G., La Penna, I., Cerciello, F., Cavallaro, A., Ponticorvo, M., Sica, L. S., & Frolli, A. (2024). The teacher-student relationship in inclusive contexts: The role of mentalization and closeness. Frontiers in Psychology, 16, 1579785. [link]
Chang, B., Guo, Q., & Wu, X. (2025). Validating the crèche educator emotional style questionnaire among Chinese kindergarten teachers. Frontiers in Psychology, 16, 1–12. [link]
Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37, 799–817. [link]
Chelouche-Dwek, G., & Fonagy, P. (2025). Mentalization-based interventions in schools for enhancing socio-emotional competencies and positive behaviour: A systematic review. European Child & Adolescent Psychiatry, 34, 1295–1315.
Chelouche-Dwek, G., Clark, C., & Fonagy, P. (2025). Beyond discipline: the power of mentalization in reducing disruptive behavior in schools: a mixed-methods analysis of teacher–child interactions. Frontiers in Psychology, 16, 1599298. [link]
Chen, Z., Sun, Y., & Jia, Z. (2022). A study of student-teachers' emotional experiences and their development of professional identities. Frontiers in Psychology, 12, 810146. [link]
Ciucci, E., & Baroncelli, A. (2024). Meta-emotion philosophy in teachers from kindergarten to middle school. Current Psychology, 43(19), 17464–17476. [link]
Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28, 957–967. [link]
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137–143. [link]
Donker, M. H., Scheepers, D., van Gog, T., van den Hove, M., McIntyre, N., & Mainhard, T. (2023). Handling demanding situations: Associations between teachers’ interpersonal behavior, physiological responses, and emotions. The Journal of Experimental Education, 93(1), 91-109. [link]
Esmaeili, M. (2016). The role of hyper-emotion, coping skills and self-forgiveness in predicting academic procrastination and academic burnout in students (Master's thesis). Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. [link]
Frolli, A., Cerciello, F., Esposito, C., Laccone, R. P., & Bisogni, F. (2024). Mentalization, soft skills and learning. [link]
Gottman, J. M., & DeClaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. Simon & Schuster. [link]
Hagelquist, J. O. (2016). The Mentalization Guidebook (1st ed.). Routledge. [link]
Hagelquist, J. O., & Rasmussen, H. (2020). Mentalization in the family: A guide for professionals and parents. Routledge. [link]
Handrianto, C., Jusoh, A. J., Syuraini, S., Rouzi, K. S., & Alghazo, A. (2022). The implementation of a mentoring strategy for teachers’ professional development in elementary school. Elementary: Islamic Teacher Journal, 10(1), 65–80. [link]
Hosseinchari, M. , Ghezehbigloo, F. and Jowkar, B. (2019). Mediaation Role of Goal orientation in the Relationship between teacher-student interaction and Self-efficacy with Academic Buoyancy. Educational Psychology, 15(52), 45-85. [link]
Irannezhad,M. , Aliasgari,M. , musapoor,N. and Niknam,.. Z. (2020). Induction Needs of Beginning Teachers of Primary Schools: Unmatched Challenges. Journal of higher education curriculum studies, 10(20), 289-308. [link]
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. [link]
Katz, L. F., Maliken, A. C., & Stettler, N. M. (2012). Parental metaemotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6, 417–422. [link]
khodaei, A. (2018). Farsi Version of the Teacher Emotion Inventory: A Psychometric Study. Research in School and Virtual Learning, 5(4), 25-38. [link]
Khodaei, A. and Moezzodini, S. (2000). Modeling Relationships Between Teacher Emotions, Psychological Capital and Job-Related Affective Well-Being in Teachers. Applied Psychology, 17(3), 169-189. [link]
Liu, L. (2021). Teacher with different meta-emotion level: Their understanding of and responses to children’s negative emotions. In 4th International Conference on Humanities Education and Social Sciences (pp. 2250–2255). Atlantis Press. [link]
Lourdusamy, A., & Khine, M. S. (2001). Self-evaluation of interpersonal behavior and classroom interaction by teacher trainees [Paper presentation]. International Educational Research Conference, University of Notre Dame, Fremantle, Western Australia. [link]
Luyten, P., Campbell, C., Allison, E., & Fonagy, P. (2020). The mentalizing approach to psychopathology: State of the art and future directions. Annual review of clinical psychology, 16(1), 297-325. [link]
Mehdi-Moghaddam, A., Gholami, Z., Ghafouri, A., Hosseini-Rizi, S. M. (2022). Investigating the role of teachers in students' academic achievement and learning. New Achievements in Humanities Studies, 5 (53). [link]
Midgley, N., & Vrouva, I. (2012). Minding the child: Mentalization-based interventions with children, young people and their families. London, UK: Routledge.
Mousavi Sharif, S, Naghsh, Z. Qasemzadeh, S (2022). Teacher student relationship and help seeking: the mediating role of achievement goals and achievement motivation. Journal of Psychology, 101(1), 100. [link]
Nazish, A., Kang, M. A., & Fatima, S. (2024). Exploring the positive teacher-student relationship on students' motivation and academic performance in secondary schools in Karachi. Academy of Education and Social Sciences Review, 4(2), 149–159. [link]
Nikolaou, E., & Markogiannakis, G. (2017). The role of teacher in primary school students’ mental health promotion. Global Journal of Human-Social Science Research, 17(5), 1–16. [link]
Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotions in education (pp. 313–326). Academic Press. [link]
Peñafiel Villavicencio, P., Fernández-Sánchez, L., & Sancho Aguilera, D. (2026). Importance of emotions in teaching and learning processes: A systematic review. Revista InveCom, 6(2). [link]
Pi, Z., Yang, H. H., Chen, W., Hu, X., & Li, X. (2022). The role of teachers' emotions in students' outcomes: From the perspective of interpersonal emotions. Frontiers in Psychology, 13, 1–3. [link]
Robinson, C. D. (2022). A framework for motivating teacher-student relationships. Educational Psychology Review, 34(4), 2061–2094. [link]
Rostad, W., & Whitaker, D. (2016). The association between reflective functioning and parent–child relationship quality. Journal of Child and Family Studies, 25(7), 2164–2177. [link]
Roszkowska, A., & Trepka-Starosta, J. (2020). The Role of Interpersonal Communication Style in the Teacher-Student Relationship. Konteksty Pedagogiczne, 1(14), 9-25. [link]
Rozenblatt-Perkal, Y., Gueron-Sela, N., & Atzaba-Poria, N. (2025). Enhancing classroom emotional support: the positive impact of improved mentalizing abilities in early childhood teachers following a group-based intervention. Attachment & Human Development, 27(6), 833-848. [link]
Sheng, R., Chong, Z. Y., Chen, D., Wu, T., & Xu, W. (2025). The reciprocal associations between mindfulness, metacognition, and meta-emotion among chinese elementary school students: A three-wave cross-lagged study. Mindfulness. Advance online publication. [link]
Sutton, R. E., & Harper, E. (2009). Teachers' emotion regulation. In International handbook of research on teachers and teaching. Springer US. [link]
Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358. [link]
Valle, A., Massaro, D., Castelli, I., Sangiuliano Intra, F., Lombardi, E., Bracaglia, E., & Marchetti, A. (2016). Promoting mentalizing in pupils by acting on teachers: Preliminary Italian evidence of the “Thought in Mind” project. Frontiers in Psychology, 7, 1213. [link]
Wu, J., Liu, M., & Lin, W. (2021). Impact of teacher's mental state talk on young children's theory of mind: A quasi-experiment study. Frontiers in Psychology, 12, 668883. [link]
Yang, Y., Gong, S., Cao, Y., Qiu, Y., Xu, X., & Wang, Y. (2024). Linking teacher support to achievement emotion profile: The mediating role of basic psychological need satisfaction. Frontiers in Psychology, 15, 1352337. [link]
Yasini, Shiri, A. and Borji, Z. (2020). Examining the Perceptions and Experiences of Novice Teachers from the Process of Formal and Informal Identification. Journal of Management and Planning In Educational System, 13(1), 57-94. [link]
Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 13(9), 907. [link]
Zou, H., Yao, J., Zhang, Y., & Huang, X. (2024). The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships. Psychology in the Schools, 61(1), 272–286. [link]