نقش میانجی عاملیت در ارتباط بین ادراک از اعتبار اساتید و اضطراب تدریس دانشجو‌معلمان

Abdi Zarrin, S., & Aliyari, S. (2021). The impact of teacher immediacy and misbehavior on teacher credibility. Theory and Practice in Teachers Education, 6(10), 33-61. https://sid.ir/paper/415981/en

Ashournejad, F., Kadivar, P., Hejazi, E., & Naghsh, Z. (2018). Multi-level analysis of teens' psychological well-being by individual agency, school culture and family support. Quarterly of Applied psychology, 12(3), 357-374. https://www.researchgate.net/publication/331135013_Multi-level_analysis_of_teens'_psychological_well-being_by_individual_agency_school_culture_and_family_support

Aydın, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching, 8(2), 730-761. https://files.eric.ed.gov/fulltext/EJ1294321.pdf

Darvishi, A., Khosravi, H., Sadiq, S., Gasevic, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 1-18. https://doi.org/10.1016/j.compedu.2023.104967

Ebora, M. M., & Pasia, A. (2023). Mediating role of mathematics teaching efficacy on the relationship between pedagogical content knowledge and mathematics teaching anxiety. IOER International Multidisciplinary Research Journal, 5(2), 156-164. https://doi.org/10.54476/ioer-imrj/897911

Gorospe, J. (2022). Pre-service teachers' teaching anxiety, teaching self-efficacy, and problems encountered during the practice teaching course. Journal of Education and Learning, 11(4), 54-91. https://doi.org/10.5539/jel.v11n4p84

Han, T., & Tulgar, A. T. (2019). An analysis of the pre-service teachers' teaching anxiety and coping strategies: a turkish elementary school context. Gist Education and Learning Research Journal, 19, 49-83. https://doi.org/10.26817/16925777.802

Heikkilä, M., Iiskala, T., & Mikkilä-Erdmann, M. (2020). Voices of student teachers' professional agency at the intersection of theory and practice. Learning, Culture and Social Interaction, 25, 1-11. https://doi.org/10.1016/j.lcsi.2020.100405

Homeo, R. C. (2023). Effects of teacher burnout on their credibility. International Journal of Research Publication and Reviews, 4(3), 709-719. https://doi.org/10.55248/gengpi.2023.32015

Jääskelä, P., Poikkeus, A., Häkkinen, P., Vasalampi, K., Rasku-Puttonen, H., & Tolvanen, A. (2020). Students' agency profiles in relation to student-perceived teaching practices in university courses. International Journal of Educational Research, 103, 1-14. https://doi.org/10.1016/j.ijer.2020.101604

Johnston-Wilder, S., Lee, C., & Mackrell, K. (2021). Addressing mathematics anxiety through developing resilience: building on self-determination theory. Creative Education, 12, 2098-2115. https://doi.org/10.4236/ce.2021.129161

Juutilainen, M., Metsapelto, R., & Poikkeus, A. (2018). Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency. Teaching and Teacher Education, 76, 116-125. https://doi.org/10.1016/j.tate.2018.08.013

Karimi, M. N., & Ziaabadi, F. (2019). Teachers' motivation to teach, teacher credibility, metacognitive awareness, and students' motivation and affective learning: a structural equation modeling analysis. Teaching English Language, 13(1), 147-176. https://www.teljournal.org/article_89275.html

Moore, I. (2022). The effect of student voice on the perception of student agency. International Journal of Educational Research, 112, 1-10. https://doi.org/10.1016/j.ijer.2022.101923

Pasaribu, W., & Lestari, S. (2023). Teaching anxiety among EFL student teachers during the teaching practicum. Journal of Education and Learning Innovation, 3(4), 543-547. https://doi.org/10.35877/454RI.eduline2145

Reddy, T., & Woest, Y. (2021). The influence of learner behaviour on beginner teachers' perceptions of their own credibility. Perspectives in Education, 39(4), 104-117. https://doi.org/10.18820/2519593X/pie.v39.i4.8

Saidi, M., & Arefian, M. H. (2023). The interface between language teaching anxiety and personal intelligences among pre-service and in-service EFL teachers. Iranian Evolutionary and Educational Psychology Journal, 5(1), 87-100. https://doi.org/10.52547/ieepj.5.1.87

Shoaib, A. (2023). Student perceptions of teacher immediacy, credibility, and love of pedagogy in enhancing engagement and motivation in higher EFL education. Journal of Language Teaching, 3(10), 1-13. https://doi.org/10.54475/jlt.2023.024

Susanto, T. D., Assani, S., & Chan, C. (2025). Importance of IT self-efficacy towards actual competency, IT usage, and productivity: a case study on university students. Indonesian Journal of Information Systems, 7(2), 204-217. https://doi.org/10.24002/ijis.v7i2.10044

Tariq, A., Yang, Y., Liu, Z., Wong, S. C., Gray, E., McLaughlin, A. L., Arthur, C. A., & Chan, S. W. Y. (2025). Effects of the Soothe Vision Well-Being Tool on University Students’ Mood: A Pilot Study. Current Psychology, 44(10), 9112-9128. https://doi.org/10.1007/s12144-025-07649-7

Toom, A., Pietarinen, J., Soini, T., & Pyhalto, K. (2017). How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community? Teaching and Teacher Education, 63, 126-136. https://doi.org/10.1016/j.tate.2016.12.013

Wen, L., Huang, W., Liang, X., & Zhang, S. (2025). Strengths Knowledge Defend Against Depression: The Contribution of University Students’ Family Functioning During COVID-19. Psychological Reports. https://doi.org/10.1177/00332941251315445

Yu, L., Chen, S., & Recker, M. (2021). Structural relationships between self-regulated learning, teachers' credibility, information and communications technology literacy and academic performance in blended learning. Australasian Journal of Educational Technology, 37(4), 33-50. https://doi.org/10.14742/ajet.5783

Zheng, J. (2021a). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.712419

Zheng, J. (2021b). The role of Chinese EMI teachers' clarity and credibility in fostering students' academic engagement and willingness to attend classes. Frontiers in psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.756165