پاک گوهر، علیرضا.؛ خلیلی، محدثه. (1400). بررسی اندازه نمونه در روشهای نمونه‌گیری کیفی. ترویج علم. 297-270، (1)12.
پاکیزه علی. (1394). بررسی تأثیر شیوه آموزشی تلفیقی هنر بر خلاقیت و یادگیری دانشآموزان پسر سال اول دبستان. فصلنامه مرکز مطالعات و توسعه آموزش علومپزشکی. سال ششم، شماره 1 ، بهار 94. 52-60
رضایی, مریم.، احمدی، غلامعلی. (1397). تأثیر آموزش اریگامی بر خلاقیت دانشآموزان پسر پایه پنجم ابتدایی منطقه 18 شهر تهران. مطالعات برنامه درسی, 13(48), 85-106.
عابدی، جمال.(1372). خلاقیت و شیوهای نو در اندازهگیری آن. پژوهش‌های روان شناختی. 46-54.
علوی لنگرودی و رجایی، کاظم. (1395). تأثیر برنامهی درسی قصهگویی و نمایش خلاق بر خلاقیت و عملکرد تحصیلی دانشآموزان دختر پایه پنجم ابتدایی در دروس انشا و هنر. پژوهش در برنامهریزی درسی, 13(51), 118-129.
نایبی فرد، رضا. (1382). هنجاریابی آزمون عزتنفس کوپر اسمیت و بررسی برازش آن با مدل راش در شهرستان سبزوار. دانشگاه علامه طباطبایی، دانشکده روانشناسی و علومتربیتی.
نجفی پور, روستازاده, اباذر, رئوفی, رحیمی, نجفی پور و کرم زاده جهرمی. (2022). مقایسه خودارزیابی و ارزیابی همتایان از توانمندی بالینی دانشجویان پزشکی دانشگاه علومپزشکی جهرم. مجله مرکز مطالعات و توسعه آموزش علومپزشکی شهید صدوقی یزد, 17(1), 2-14.
Almeida, L. S. Prieto, L. P. Ferrando, M. , Oliveira, E & Ferrándiz, C. (2008). Torrance Test of Creative Thinking: The question of its construct validity. Thinking skills and creativity, 3(1), 53-58.
Anez-Moronta, F. (2020). Origami as a Tool for Social Workers to Assess School-Age Children. Southern Connecticut State University.
Baptiste B. (2018), Creativity and Self‐esteem in Adolescence: A Study of Their Domain‐Specific, Multivariate Relationships, The Journal of Creative Behavior, 1–14, by the Creative Education Foundation, Inc.
Barbot B, Lubart T. (2012), Creative thinking in music: Its nature and assessment through musical exploratory behaviors. Psychology of Aesthetics, Creativity, and the Arts; 6, 231–242.
Barbot B, Tan M, Randi J, Santa-Donato G, (2012), Grigorenko E. L. Essential skills for creative writing: Integrating multiple domain-specific perspectives. Thinking Skills and Creativity; 7, 209–223.
Barbot, B. (2020). Creativity and self‐esteem in adolescence: A study of their domain‐specific, multivariate relationships. The Journal of Creative Behavior, 54(2), 279-292.
Beghetto R. A. (2006), Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal; 18, 447–457.
Boruga A. (2011), Origami art as a means of facilitating learning, Procedia Social and Behavioral Sciences; 11, 32–36.
Cantero M. J, Alfonso-Benlliure V, Melero, R. (2016), Creativity in middle childhood: Influence of perceived maternal sensitivity, self-esteem, and shyness. Creativity Research Journal; 28, 105–113.
Deans, C. L. (2020). Maternal sensitivity, its relationship with child outcomes, and interventions that address it: A systematic literature review. Early Child Development and Care, 190(2), 252-275.
Fürst, G. (2018), Measuring creativity with planned missing data. The Journal of Creative Behavior, 3(1), 53-58.
Kaufman J. C, Beghetto R. A. (2009), Beyond big and little: The four c model of creativity. Review of General Psychology; 13, 1–12.
Kaufman J. C. (2012), Counting the muses: Development of the Kaufman Domains of
Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6, 298–308.
Kemple K. M, David G. M. Wang Y. Preschoolers’ creativity, shyness, and self-esteem. Creativity Research Journal, 1996; 9, 317–326.
Kozeluk, L & Kawash, G. (1990). Comparison of the Coopersmith self-esteem inventory and the battle culture-free self-esteem inventory. Perceptual and motor skills, 70(3_suppl), 1162-1162.
Lee, H & Oh, H. (2018). The Effects of Self-Esteem on Makeup Involvement and Makeup Satisfaction among Elementary Students. Archives of Design Research, 31(2), 87-94.
Longman Dictionary. https://www.ldoceonline.com/dictionary/esteem
Martin C. T, Keswick J. L Crayton D, (2011), LeVeck P. Perceptions of self-esteem in a welfare-to-wellness-to-work program. Public Health Nurs; 29, 19–26,
Mastin, M. (2007). Story Telling + Origami=Storigami Mathematics,
Teaching Children Mathematics, 14 (4) , 206-212.
Mooney, C. F. Mooney, C. L. Mooney, C. Z. Duval, R. D & Duvall, R. (1993). Bootstrapping: A nonparametric approach to statistical inference (No. 95).
Muhammad, J. (2021). One Step at a Time: Using Origami as a Strategy to Improve Grit in Children (Doctoral dissertation, Notre Dame de Namur University).
Okan A, Mine I. B. (2016), Turkish Prospective Middle School Mathematics Teachers’ Beliefs and Perceived Self-Efficacy Beliefs Regarding the Use of Origami in Mathematics Education, Eurasia Journal of Mathematics, Science & Technology Education; 12(6), 1533-1548,
Rank J, Nelson N. E, Allen T. D, Xu X. (2009), Leadership predictors of innovation and task performance: Subordinates’ self-esteem and self-presentation as moderators. Journal of Occupational and Organizational Psychology; 82, 465–489.
Royston R, Reiter-Palmon, R. (2017), Creative self-efficacy as mediator between creative mindsets and creative problem-solving. The Journal of Creative Behavior, 29, 19–26.
Shoup LD. A study on the Origami as a tool for elementary education in the library. Journal Articles; Reports - Descriptive "Library Media Connection, 2009; 27(6): 26-27.
Shumakov, Katrine; Shumakov, Yuri. (2000). Functional Interhemispheric
Asymmetry of the Brain in Dynamics of Bimanual Activity in Children
7-11 Years Old During Training Origami. www. oriland.
com/oriversity/lecture. php?category=benefites & ID: 02.
Torrance, P. (1981), Empirical validation of criterion–referenced indicators of creative ability through a longitudinal study. The creative Child and Adult Quarterly; 3, 136 – 140.
Wang Y, Wang L. (2016), Self-construal and creativity: The moderator effect of self-esteem. Personality and Individual Differences; 99, 184–189.
)