Bakchich, J., Carré, A., & Smeding, A. (2025). Teacher interactional justice and sense of belonging to school: examining the role of students’ socioeconomic status. Social Psychology of Education, 28(1), 28–48. https://doi.org/10.1007/s11218-024-09957-5.
Berti, C., Mameli, C., Speltini, G., & Molinari, L. (2016). Teacher justice and parent support as predictors of learning motivation and visions of a just world. Issues in Educational Research, 26(4), 543–560.
Chen, Y., & Shu, D. (2024). The facilitative role of social media in EFL/ESL students’ language skills and academic engagement: A theoretical analysis. Language Related Research, 15(3), 225–244. https://doi.org/10.29252/LRR.15.3.9.
Chory, R. M., Horan, S. M., & Houser, M. L. (2017). Justice in the higher education classroom: Students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, 42(4), 321–336. https://doi.org/10.1007/s10755-017-9388-9.
Ciuladiene, G., & Racelyte, D. (2016). Perceived unfairness in teacher-student conflict situations: students’ point of view. Polish Journal of Applied Psychology, 14(1), 49–66. https://doi.org/10.1515/pjap-2015-0049.
Clemente, J. A. R. (2018). Interpersonal justice in the classroom. Philippine Sociological Review, 66(2), 61–90.
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386–400. https://doi.org/10.1037/0021-9010.86.3.386.
Derakhshan, A. (2022a). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https://doi.org/10.52547/LRR.13.5.1.
Derakhshan, A. (2022b). The 5Cs positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 Context. Springer. https://link.springer.com/book/9783031165276.
Derakhshan, A. (2025). EFL students’ perceptions about the role of generative artificial intelligence mediated instruction in their emotional engagement and goal orientation: A motivational climate theory perspective in focus. Learning and Motivation. https://doi.org/10.1016/j.lmot.2025.102114.
Derakhshan, A., & Alrabai, F. (2025). Emotional factors underlying Iranian and Saudi bilingual English learners’ well-being: Exploring the role of hope and enjoyment. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2025. 2503413.
Derakhshan, A., & Datu, J. A. D. (2025). Promoting students’ emotional, behavioral, and cognitive engagement in EFL classrooms: Do grit and well-being matter? RELC Journal. https://doi.org/10.1177/00336882251349934.
Derakhshan, A., & MacIntyre, P. (2025a). A transcendental phenomenology on existential positive psychology and L2 education: Setting a practical agenda for regulating students’ well-being and ill-being. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.46191.
Derakhshan, A., & MacIntyre, P. (2025b). Unveiling multilingual English learners’ perceptions about language-specific adversities and sufferings and their associated regulatory strategies: An existential positive psychology (EPP) perspective. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2501157
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2022). Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development, 45(8), 3415–3433. https://doi.org/10.1080/01434632.2022.2099407.
Donat, M., Peter, F., Dalbert, C., & Kamble, S. V. (2016). The meaning of students’ personal belief in a just world for positive and negative aspects of school-specific well-being. Social Justice Research, 29(1), 73–102. https://doi.org/10.1007/s11211-015-0247-5.
Ehrhardt, N., Pretsch, J., Herrmann, I., & Schmitt, M. (2016). Observing justice in the primary school classroom. Journal of Educational Science, 19(1), 157– 190. https://doi.org/10.1007/s11618-015-0664-0.
Estaji, M., & Zhaleh, K. (2021). Exploring Iranian teachers’ perceptions of classroom justice and its dimensions in EFL instructional contexts. Language Related Research, 12(3), 277–314. https://doi.org/10.29252/LRR.12.3.10.
Feifei, C. (2024). Equity matters: A decade-long systematic review of strategies for equity and justice in English-as-a-Foreign-Language classrooms. SAGE Open, 14(4), 1–15. https://doi.org/10.1177/21582440241295820.
Fouquereau, E., Morin, A. J., Huyghebaert, T., Chevalier, S., Coillot, H., & Gillet, N. (2020). On the value of considering specific facets of interactional justice perceptions. Frontiers in Psychology, 11, 812. doi: 10.3389/fpsyg.2020.00812.
Gao, Y., Gan, L., & Zhang, D. (2023). The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling study. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2023.2260787.
Grazia, V., Mameli, C., & Molinari, L. (2020). Adolescents’ profiles based on student agency and teacher autonomy support: Does interpersonal justice matter? European Journal of Psychology of Education. https://doi.org/10.1007/s10212- 020-00504-2.
Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers' self-efficacy, work engagement, and reflection. Frontiers in Psychology, 12. https://doi:10.3389/fpsyg.2021.763234.
Jasso, G., Tornblom, K. Y., & Sabbagh, C. (2016). Distributive justice. In C. Sabbagh & M. Schmitt (Eds.), Handbook of social justice theory and research (pp. 201– 218). Springer New York.
Jiang, R., Liu, R.D., Ding, Y., Zhen, R., Sun, Y., & Fu, X. (2018). Teacher justice and students’ class identification: Belief in a just world and teacher-student relationship as mediators. Frontiers in Psychology, 9(3), 1–10. https://doi.org/10.3389/fpsyg.2018.00802.
Kaufmann, R., & Tatum, N. T. (2018). Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk. Distance Education, 39(3), 373–389. https://doi.org/10.1080/01587919.2018.1476838.
Kazemi, A. (2016). Examining the interplay of justice perceptions, motivation, and school achievement among secondary school students. Social Justice Research, 29(1), 103–118. https://doi.org/10.1007/s11211-016-0261-2.
Kirkpatrick, R., Wang, Y., Derakhshan, A., & Al Muhanna, M. A. (2025). Do achievement emotions underlie L2 engagement? A mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement. Journal of Multilingual and Multicultural Development,1–20. https://doi.org/10.1080/01434632.2025.2459857.
Levinson, M., Geron, T., & Brighouse, H. (2022). Conceptions of educational equity. AERA Open, 8 (1), 1–12. https://doi.org/10.1177/23328584221121344.
Li, R. (2021). The role of teacher-student interpersonal relations in flipped learning on student engagement. Frontiers in Psychology, 12, 741810. https://doi.org/10.3389/fpsyg.2021.74810.
Mameli, C., Biolcati, R., Passini, S., & Mancini, G. (2018). School context and subjective distress: The influence of teacher justice and school-specific well-being on adolescents’ psychological health. School Psychology International, 39(5), 1–17. https://doi.org/10.1177/0143034318794226.
Mameli, C., Grazia, V., Passini, S., & Molinari, L. (2021). Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects. European Journal of Psychology of Education, 1–20. https://doi.org/10.1007/s10212-021-00559-9.
Molinari, L., & Mameli, C. (2017). Basic psychological needs and school engagement: a focus on justice and agency. Social Psychology of Education, 21(1), 157–172. https://doi.org/10.1007/s11218-017-9410-1.
Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research, 52(5), 1799–1819.https://doi.org/10.1007/s10936-023-09974-z.
Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: An empirical study. Social Psychology of Education, 22(3), 701–722. https://doi.org/10.1080/0969594X.2019.1593105.
Resh, N., & Sabbagh, C. (2016). Justice and education. In C., Sabbagh & M. Schmitt (Eds.), Handbook of social justice theory and research (pp. 349–367). Springer.
Ryan, R.M., & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(2), 1–10. https://doi.org/10.1016/j.cedpsych.2020.101860.
Shakki, F. (2022). Iranian EFL students’ L2 engagement: The effects of teacher-student rapport and teacher support. Language Related Research, 13(3), 175–198. https://doi.org/10.52547/LRR.13.3.8.
Song, L., Luo, R., & Zhan, Q. (2022). Toward the role of teacher caring and teacher-student rapport in predicting English as a foreign language learners’ willingness to communicate in a second language. Frontiers in Psychology, 13, 874522. https://doi.org/10.3389/fpsyg.2022.874522.
Sonnleitner, P., & Kovacs, C. (2020). Differences between students’ and teachers’ fairness perceptions: Exploring the potential of a self-administered questionnaire to improve teachers’ assessment practices. Frontiers in Education, 5(2), 1–14. https://doi.org/10.3389/feduc 2020.00017.
Strachan, S. L. (2020). The case for the caring instructor. College Teaching, 68(3), 53–56. https://doi: 10.1080/87567555.2019.1711011.
Sun, R. (2022). EFL learners' perceptions of classroom justice: Does teacher immediacy and credibility matter? Frontiers in Psychology, 13, 925441. https://doi.org/10.3389/fpsyg.2022.925441.
Tas, T., Namli, S., & Gezer, U. (2025). But that is also not quite right: social justice from the lenses of prospective teachers. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2025.2473085.
Wallace, M. P., & Qin, C. Y. (2021). Language classroom assessment fairness: Perceptions from students. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 492–521.
Wang Y., Derakhshan A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13, 894190. https://doi.org/10.3389/fpsyg.2022.894190.
Wang, Y., L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status, and future directions. Frontiers in Psychology, 12, 1–10. https://doi.org/10.3389/fpsyg.2021.731721.
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 1–10. https://doi.org/10.3389/fpsyg.2021.708490.
Yan, P. (2021). Chinese EFL students' perceptions of classroom justice: The impact of teachers' caring and immediacy. Frontiers in Psychology, 12, 767008. https://doi.org/10.3389/fpsyg.2021.767008.
Yang, D. (2021). EFL/ESL students' perceptions of distributive, procedural, and interactional justice: The impact of positive teacher-student relation. Frontiers in Psychology, 4284. https://doi.org/10.3389/fpsyg.2021.755234.
Zhang, H. (2024). Psychological well-being in Chinese university students: Insights into the influences of academic self-concept, teacher support, and student engagement. Frontiers in Psychology, 14, Article 1336682 https://doi.org/10.3389/fpsyg.2023.1336682.
Zheng, F. (2022). Fostering students’ well-being: the mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology,12,796728. https://doi.org/10.3389/fpsyg.2021.796728.
Zhou, L., Gao, Y., Hu, J., Tu, X., & Zhang, X. (2022). Effects of perceived teacher support on motivation and engagement amongst Chinese college students: Need satisfaction as the mediator. Frontiers in Psychology, 13,949495. https://doi.org/10.3389/fpsyg.2022.949495
جستارهای زبانی