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Farshad Ghasemi
Farshad Ghasemi
Verified email at missouri.edu
Title
Cited by
Cited by
Year
A motivational response to the inefficiency of teachers’ practices towards students with learned helplessness
F Ghasemi
Learning and Motivation 73, 101705, 2021
312021
EFL teachers’ burnout and individual psychology: The effect of an empowering program and cognitive restructuring techniques
F Ghasemi
Current Psychology 42 (1), 295-306, 2023
212023
A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program
F Ghasemi, KC Herman, WM Reinke
Anxiety, Stress, & Coping 36 (4), 533-541, 2023
192023
Exploring middle school teachers’ perceptions of factors affecting the teacher–student relationships
F Ghasemi
Educational Research for Policy and Practice 21 (2), 201-216, 2022
182022
Shifts in stressors, internalizing symptoms, and coping mechanisms of teachers during the COVID-19 pandemic
F Ghasemi, KC Herman, WM Reinke
School Mental Health 15 (1), 272-286, 2023
162023
(Dys) functional cognitive-behavioral coping strategies of teachers to cope with stress, anxiety, and depression
F Ghasemi
Deviant Behavior 43 (12), 1558-1571, 2022
142022
L2 Motivational Self System in practice: Alleviating students’ learned helplessness through a vision-based program
F Ghasemi
School Mental Health 14 (1), 179-188, 2022
122022
An Adlerian-based empowering intervention program with burned-out teachers
F Ghasemi
Journal of Education 202 (4), 355-364, 2022
112022
Learned helplessness in public middle schools: The effects of an intervention program based on motivational strategies
F Ghasemi, MN Karimi
Middle School Journal 52 (4), 23-32, 2021
92021
A phenomenological analysis of teachers’ perceptions of ethical factors affecting the teacher–student relationships
F Ghasemi
Ethics & Behavior 32 (6), 549-561, 2022
82022
A randomized controlled trial of an adapted group cognitive-behavioral therapy for burned-out teachers
F Ghasemi
Psychotherapy Research 33 (4), 494-507, 2023
72023
Iranian EFL teacher cognition: Tracing cognitive dissonance
F Ghasemi
The Journal of Language Learning and Teaching 8 (2), 61-79, 2018
72018
Teachers’ demographic and occupational attributes predict feelings of hopelessness during the COVID-19 pandemic
F Ghasemi
Frontiers in Psychology 13, 913894, 2022
62022
Incorporating Hypnotic Suggestion into Teacher Education Programs: Emotional and Cognitive Implications for Teachers.
F Ghasemi
Australian Journal of Applied Linguistics 2 (3), 83-103, 2019
62019
A pilot study of acceptance and commitment therapy to improve teachers’ psychological well-being
F Ghasemi, J Gholami, A Issazadegan, Z Mohammadnia
Advances in Mental Health 21 (3), 228-246, 2023
42023
Revisiting the effects of hypnotic suggestion on reading comprehension: The role of emotional intelligence and hypnotic suggestibility
F Ghasemi
Current Psychology 42 (14), 11759-11770, 2023
42023
Persuasive Language in Presidential Speeches: A Contrastive Study Based on Aristotelian Rhetoric
F Ghasemi
The Buckingham Journal of Language and Linguistics 12, 19-38, 2020
42020
Psychology of Language Teaching: A Brief Review with Sample Studies
F Ghasemi
Kindle Direct Publishing, 2020
32020
School context and academic engagement: A longitudinal study on the mediating effect of the motivational self system.
F Ghasemi
Motivation Science 9 (1), 42, 2023
12023
The Effects of Dysfunctional Workplace Behavior on Teacher Emotional Exhaustion: A Moderated Mediation Model of Perceived Social Support and Anxiety
F Ghasemi
Psychological Reports, 00332941221146699, 2022
12022
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