Ashouri, M., Badri, R, Vahedi, Sh & Mohebbi, M. (2019). The Effectiveness of Social-Emotional Learning Program on Academic Motivation and Self-Efficacy, Transformational Psychology: Iranian Psychology, 16(64), 437-447.
Bassaw, B., Roff, S., McAleer, S., Roopnarinesingh, S., De Lisle, J., Teelucksingh, S, & Gopaul, SH. (2009). Students' perspectives on the educational environment, Faculty of Medical Sciences, Trinidad, Medical Teacher, 25(5). 522-526.
Bentley, I. (2011). Responsive Environments: A Manual for Designers. (M. Behzadfar, Trans.). Tehran: Iran University of Science and Technology Publications.
Carmona, M. (2012). Public Places – Urban Spaces, (Gharaei & Partners, Trans.). Tehran: Tehran Art University Press, 1.
Dadpour, S. (2010). Mental Health Criteria of Urban Spaces Case Study: Part of Valiasr St., Tehran, Second Conference on Urban Planning and Management, Mashhad, Ferdowsi University of Mashhad.
Daneshgarmoghadam, G., Bahraini, H & Einifar, A. (2011). Analysis of the socialization of the physical environment influenced by the perception of nature in the man-made environment, Journal of Fine Arts - Architecture and Urban Planning, 3(45), 25-36.
Duijn M., Rosenstiel, IV., Schats W., Smallenbroek C & Dahmen R. (2011). Vitality and health: A lifestyle programmed for employees. European Journal of Integrative Medicine, 3, 97-10.
Day, K. (2009). “Creating and sustaining effective learning environments”. All Ireland Society for Higher Education, AISHE-Journal, 1(1), 1-13.
Faraji, T & Khademyan, T. (2013). A Study on the Effect of Life Satisfaction on the Social Deligh, Sociological Studies of Youth (Jame SHenasi Motaleate Javanan), 4(10), 87-102.
Hooman, H. A., Ganji, K., Omidifar, A. (2013). Meta-analysis of the effectiveness of life skills training studies on mental health, Developmental psychology, Iranian psychology, 10(37), 39-50.
Gehl, J. (2004). Public Spaces, Public Life, Copenhagen: Danish Architectural Press.
Jamieson, P., Fisher, K., Gilding, T., Taylor, P. G & Trevitt, A.C.F. (2000). “Place and Space in the Design of New Learning Environments”, Higher Education Research and Development, 19(2), 221-237.
Gross, J., Uusberg, H & Uusberg, A. (2019). Mental illness and well-being: an affect regulation perspective, Natural Center for Biotechnology Information, 18(2),130-139.
Jayderi, A, Jafarikhah, S, 2013, A Study of the Physical Components of Educational Environments and Their Impact on User Behavior, National Conference on Humanistic Architecture and Urban Planning, Qazvin, Islamic Azad University, Qazvin.
Johnston, M., Finney, S. (2010). Measuring basic needs satisfaction: evaluating previous and conducting new psychometric evaluations of the basic needs satisfaction in general scale, Contemporary Educational Psychology, 35(4), 280-296.
Jacobs, J., (1961). The Death & Life of Great American Cities, London Cape.
Landry, Ch. (2000). Urban Vitality: A New Source of Urban Competitiveness, Prince Claus Fund Journal, ‘Urban Vitality – Urban Heroes, 38, 56-82.
Khastoo, M., Saeedi Rezvani, N. (2010). Factors Affecting the Vitality of Urban Spaces Creating a Living Urban Space Based on the Concept of Pedestrian Shopping Center, City Identity, 4(6), 63-74.
Lefebvre, H. (1991). The Production of Space, London: Blackwell, Oxford.
Martin, A. J & Marsh, H.W. (2006). “Academic buoyancy and its psychological and educational correlates: A construct validity approach”. Psychology in the Schools, 43(3), 267-282.
Mitchell, G & Norman, P. (2012). Longitudinal environmental justice analysis: coevolution of environmental quality and deprivation in England, Geoforum, 43(1), 44-47.
Mardomi, K, Delshad, M, (2010). Flexible learning environment of the experiential child world of the changing educational system, Iranian Scientific Association of Architecture and Urban Planning, 1(1), 118-109.
Mortazavi, Sh, (1997), Educational spaces from the perspective of environmental psychology, School Renovation Organization, Tehran: Research Office.
Muzaffar, F., Mehdizadeh Siraj, F & Mirmoradi, S.S. (2009). Recognizing the role of nature in educational spaces, education technology, 4(1), 46-37.
Martin, A. J. (2014). “Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself”. British Journal of Educational Psychology, 84(1), 86-107.
NowruzianMaleki, S. (2014). Design criteria for promoting mental health in residential areas (lively and lively neighborhood unit). Ph.D. dissertation. Science and Technology University, Tehran.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25(3), 349-358.
Pakzad, J. & Souri, E. (2011). Urban Areas Lighting Guide, Tehran: Armanshahr Publication.
Rafieian, M., Taqvaee, A., Khademi, M & Alipour, R. (2012). Comparative study of quality measurement approaches in the design of urban public spaces, Iranian Scientific Association of Urban Architecture, 35 (4), 43-35.
Kokabi, A., Pourjafar, M, R, & Taghvaei, A. (2012). Criteria for evaluating the quality of urban life in urban centers, City identity, 1(13). 13-6.
Shaterian, R. (2008). Design and architecture of educational spaces, Tehran: Sima Danesh Publishing.
Solberg PA, Hopkins WG., Ommundsen, Y & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective. Psychology of Sport and Exercise, 13(4), 407-417.
Taghavi, S.M.R. (2002). Validity and Reliability of the General Health Questionnaire (GHQ-28) IN College Students of SHIRAZ University, Jornal of Psychology, 5(20), 381-398.
Victoriano, J. (2016). An investigation of the generalizability of buoyancy from academics to athletics. M.A Thesis, Agricultural and Mechanical College: Louisiana State University.