Acosta-Gonzaga, E. (2023). The effects of self-esteem and academic engagement on university students’ performance. Behavioral Sciences, 13(4), 348.
Atadokht, E., Daneshvar, S., Fathi Gilarlo, M., & Soltani, I. (2015). Psychological chaos profile of
mothers and depression, anxiety, and stress of adolescents in Ardabil city in 2014. Rafsanjan Journal of Medical Sciences, 14(7), 549–560.
Atefifar, S., Asadi Youns, M. R., & Pakdaman, M. (2024). Predicting assertiveness in adolescent
students: The role of self-esteem and family communication patterns. Research in Rehabilitation Journal, 10(4), 40–48.
Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.
Psychological Bulletin, 145(9), 855–890.
https://doi.org/10.1037/bul0000201
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Bandura, A., & Wessels, S. (1997). Self-efficacy (Vol. 10). Cambridge: Cambridge University Press.
Bray, M. (2016). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia (2nd ed.). Asian Development Bank.
Bray, M. (2025). Whose visions for what learning? Perspectives, policies and practices in private supplementary tutoring. UNESCO Publishing. 10.54675/XTAZ4435.
Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research: Developments, debates, and dilemmas. Research in organizations: Foundations and methods of inquiry, 2, 315-326.
Enting, M., Jongerling, J., & Reitz, A. K. (2025). Self-esteem and social interactions in daily life: An experience sampling study. European Journal of Personality, 39(5), 697-714.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Ghahramani, M., & Taheri, N. (2023). Private tutoring and its consequences on English language
learning among high school students in Iran. Linguistic Research on Foreign Languages, 12(1), 101–120.
Gholami, Z., & Rezaei, S. (2022). The impact of parental support on motivation and academic
achievement of Iranian English language learners. Linguistic Research on Foreign Languages, 11(2), 341–358.
Haqqi, S. A., Rostami Male Khalifeh, M., Behzadi, M. H., & Shahorani, A. (2019). Evaluating the
performance of students before and after parental involvement in mathematics education using Data Envelopment Analysis (DEA). New Research in Mathematics (Journal of Fundamental Sciences of Islamic Azad University) , 21(5), 105–124.
Hawrot, A., & Nusser, L. (2025). How does the home learning environment contribute to private
tutoring attendance? A study among Grade 8 students in Germany. Scandinavian Journal of Educational Research, 69(1), 122-137.
Karimi, K., Yaghobi, A., Kerdanvaghab, R., & Rashid, K. (2021). Identifying the role of processing speed (reaction time and rapid automatized naming) in reading awareness and cognitive skills of children with reading learning disabilities.
Journal of Educational Psychology Studies,
18(41), 29–49.
https://doi.org/10.22111/JEPS.2021.6046
Koivuhovi, S., Kilpi-Jakonen, E., Erola, J., & Vainikainen, M. P. (2025). Parental involvement in elementary schools and children’s academic achievement: A longitudinal analysis across educational groups in Finland. Research in Social Stratification and Mobility, 95, 101007. https://doi.org/10.1016/j.rssm.2024.101007
Li, Q., Wang, D., & Qin, G. (2025). Multiple attachment perspectives: The relationship between interpersonal attachment from family and school environments and children’s learning engagement.
BMC Psychology, 13, 314.
https://doi.org/10.1186/s40359-025-02633-z
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2019). Interventions to reduce math anxiety: A review of current research.
Current Opinion in Behavioral Sciences, 34, 129–134.
https://doi.org/10.1016/j.cobeha.2020.01.005
Mikulincer, M., & Shaver, P. R. (2019). Attachment orientations and academic performance: The mediating roles of self-regulation and motivation.
Attachment & Human Development, 21(5), 485–502.
https://doi.org/10.1080/14616734.2018.1536815
Moneva, J. C., Villaro, M. R. A., & Malbas, M. H. (2020). Student self-esteem and parental involvement in students’ academic performances. International Journal of Social Science Research, 8(2), 238–251. https://doi.org/10.5296/ijssr.v8i2.17219
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, À. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases.
Cognitive, Affective, & Behavioral Neuroscience, 16(1), 3–22.
https://doi.org/10.3758/s13415-015-0370-7
Tharaldsen, K. B., Tvedt, M. S., Caravita, S. C. S., & Bru, E. (2023). Academic stress: Links with emotional problems and motivational climate among upper secondary school students.
Scandinavian Journal of Educational Research, 67(7), 1137–1150.
https://doi.org/10.1080/00313831.2022.2116480
Zhan, S., Bray, M., Wang, D., Lykins, C., & Kwo, O. (2013). The effectiveness of private tutoring: Students’ perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific education review, 14(4), 495-509.
Zolfi, V., & Rezaei, A. (2015). The effectiveness of computer-assisted working memory intervention
on math anxiety, working memory, and math performance of students with mathematical learning disabilities. Education and Evaluation of Educational Sciences, 30, 75–86.
)