Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., & Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr
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a24b095705a04608- Source org
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- legitimacy: keep via unknown · score 0.95 · checked_at unknown
- link: ok via http-check · 2026-07-21T15:41:41.820142+00:00
Cite this entry
BibTeX
@article{allodium:a24b095705a04608,
title = {Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., \& Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr},
journal = {ACBS},
url = {http://qjfr.ir/article-1-1043-fa.html}
}RIS
TY - JOUR TI - Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., & Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr PB - ACBS UR - http://qjfr.ir/article-1-1043-fa.html ER -
APA
Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., & Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr. (n.d.). ACBS. http://qjfr.ir/article-1-1043-fa.html
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