Abuhamdeh, S. (2021). On the relationship between flow and enjoyment. In: Advances in Flow Research. Munich: Springer.
Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194
Ashrafierizi, H. (2004). An introduction to reading and the role of special public library services in the development of reading culture. Tehran: Chapar.(In Persian)
Ashrafierizi, H., & Kazempour, Z. (2009). Familiarize students with study methods. Ketab-e Kolliate-Mah, 12(11), 70. (In Persian)
Ashrafierizi, H., Taheri, B., Khoshkam, Z., & Kazempour, Z. (2012). A Survey on level of students’ familiarity with studying methods in Isfahan University of Medical Sciences (IUMS) in 2010. Iranian Journal of Medical Education, 10(5), 1045-1055(In Persian)
Bakker, A. B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior, 66(1), 26-44.
Bashlideh, K., Sheikh Shabani, I., & Baharlou, M. (2014). Design and testing of a model of predictors and consequences of psychological empowerment. Behavioral Sciences, 8(4), 383-396. (In Persian)
Colombo, L., & Zito, M. (2014). Demands, Resources and the Three Dimensions of Flow at Work. A Study among Professional Nurses. Open Journal of Nursing, 4, 255-264.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey Bass.
Csikszentmihalyi, M. (1982). Toward psychology of optimal experience. Annual review of Psychology and Social Science, 3, 13-36.
Csikszentmihalyi, M. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56, 815-822.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Csikszentmihalyi, M. (1993). The evolving self: A psychology for the third millennium. New York: Harper Collins.
Eskoorochi, R., Haji Zeinolabedini, M., & Nozar, S. (2012). A study of per capita reading measurement parameters and a framework presentation its measurement in Iran. Research on Information Science & Public Libraries, 18(1), 67-88. (In Persian)
Faqih, F., Marzieh, A., & Janaabadi, H. (2018). The relationship between the experience of fascination and motivating forces in students. Educational Psychology Studies, 26, 177-208. (In Persian)
Golzari, M. (2019). Drowning the correct translation instead of FLOW. Sepideye Danaei, 105 and 106, 128-133. (In Persian)
Larche, C., & Dixone, M. (2020). The relationship between the skill-challenge balance, game expertise, flow and the urge to keep playing complex mobile games. Journal of Behavioral Addictions, 9(3), 606-616.
Mahboub, S. (2012). Public and per capita reading rooms. Information Research and Public Libraries, 18(1), 117-133. (In Persian)
Mohsenian, A., Balaghat, R., & Allahi, Z. (2018). The relationship between control source and drowning experience and psychological empowerment of teachers. Educational Psychology Studies, 31, 217-243. (In Persian)
Moradmand, A. (2009). A comparative study of the status of non-study study of male and female undergraduate students of Tarbiat Moallem University of Azerbaijan. Studies in Library and Information Science, 16(4), 135-166. (In Persian)
Rahimpour, S.; Arefi, M., & Manshaei, G. (2019). The effectiveness of mindfulness training on the drowning and stability of second-grade female high school students. Education and Learning Studies, 1(76), 70-91. (In Persian)
Seifuri, V. (2012). Assessment of study skills and habits of students of Razi University of Kermanshah. Information Research and Public Libraries, 18(1), 115. (In Persian)
Shabani; A., & Shafipour Motlagh, M. (2003). Investigating and comparing students' awareness of study methods. National Library and Information Studies, 14(2), 36-44. (In Persian)
