Gao GF. From “a” iv to “z” ikv: attacks from emerging and re-emerging pathogens. Cell, 2018; 172(6): 1157-1159.
 Bolton DJ, Robertson LJ. Mental health disorders associated with foodborne pathogens. Journal of Food Protection, 2016; 79(11): 2005-2017.
 Zhu N. A novel coronavirus from patients with pneumonia in china, 2019. New England Journal of Medicine, 2020.
 COVID C. Preliminary estimates of the prevalence of selected underlying health conditions among patients with coronavirus disease 2019—United States, February 12–March 28, 2020. Morbidity and Mortality Weekly Report, 2020. 69(13): p. 382.
 Saffarinia M. The prediction of mental health based on the anxiety and the social cohesion that caused by Coronavirus. Quarterly Social Psychology Research, 2020; 9(36): 129-141.
 Yin X. The impact of the corona virus disease 2019 outbreak on Chinese residents’ mental health. Available at SSRN 3556680, 2020.
 Jafartabatabaei SS, Jafartabatabaei TS, Javadi SV. Investigating the role of resilience in psychological vulnerability of Birjand Islamic Azad University employees in the pandemic COVID-19. 2018.
 Shomaliahmadabadi M, Barkhordari Ahmadabadi A. The effectiveness of case virtual reality therapy on corona anxiety. Rooyesh-e-Ravanshenasi Journal (RRJ), 2020; 9(7): 163-170.
 Wu Z, McGoogan JM. Characteristics of and important lessons from the coronavirus disease 2019 (COVID-19) outbreak in China: summary of a report of 72 314 cases from the Chinese Center for Disease Control and Prevention. Jama, 2020; 323(13): 1239-1242.
 Moharreri F, Rezaeitalab F, Sarjamei S. The comparison of anxiety and depression among patients with bronchial asthma, chronic obstructive pulmonary disease and lung tuberculosis. Journal of Fundamentals of Mental Health, 2013; 15(58): 82-90.
 Sun L. Prevalence and risk factors of acute posttraumatic stress symptoms during the COVID-19 outbreak in Wuhan, China. MedRxiv, 2020.
 Wang C, Zhao H. The impact of COVID-19 on anxiety in Chinese university students. Frontiers in psychology, 2020; 11: 11-68.
 Baloran ET. Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 2020; 25(8): 635-642.
 Arribathi AH. An Analysis of Student Learning Anxiety During the COVID-19 Pandemic: A Study in Higher Education. The Journal of Continuing Higher Education, 2021; 1-14.
 Mohebi S, Dehghani F, Ghasemzadeh MJ. Correlation between Academic Self-Efficacy and Learning Anxiety in Medical Students Studying at Qom Branch of Islamic Azad University, 2017,(Iran). Qom University of Medical Sciences Journal, 2019; 12(12): 89-98.
 Patki G. Depression, anxiety-like behavior and memory impairment are associated with increased oxidative stress and inflammation in a rat model of social stress. Brain research, 2013; 1539: 73-86.
 Xingbao L, Tingting Z, Min L. Research on Influencing Factors of Learning Anxiety in Virtual Learning Community. Journal of Distance Education, 2016.
 Borkovec TD. Preliminary exploration of worry: Some characteristics and processes. Behaviour research and therapy, 1983; 21(1): 9-16.
 Toh GY. The Role of Verbal Worry in Cognitive Control and Anxious Arousal in Worry and Generalized Anxiety: A Replication and an Extension. 2019, The Ohio State University.
 Khodayarifard M. A review of conceptual models for worry and generalized anxiety disorder. Clinical Excellence, 2017;6(2): 23-38.
Sherwood A. The explanatory role of facets of dispositional mindfulness and negative beliefs about worry in anxiety symptoms. Personality and Individual Differences, 2020; 160: 109933.
Lawrence PJ, Murayama K, Creswell C. Systematic review and meta-analysis: anxiety and depressive disorders in offspring of parents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 2019; 58(1): 46-60.
Williams MO, Mathews A, Hirsch CR. Verbal worry facilitates attention to threat in high-worriers. Journal of Behavior Therapy and Experimental Psychiatry, 2014; 45(1): 8-14.
Lawrence PJ, Rooke SM, Creswell C. Prevention of anxiety among at‐risk children and adolescents–a systematic review and meta‐analysis. Child and adolescent mental health, 2017; 22(3): 118-130.
Stumper A. Parents' behavioral inhibition moderates association of preschoolers' BI with risk for age 9 anxiety disorders. Journal of affective disorders, 2017; 210: 35-42.
Wells A, Papageorgiou C. Relationships between worry, obsessive–compulsive symptoms and meta-cognitive beliefs. Behaviour research and therapy, 1998; 36(9): 899-913.
Spada MM. Meta‐cognitive beliefs about worry and pain catastrophising as mediators between neuroticism and pain behaviour. Clinical Psychologist, 2016;20(3): 138-146.
 Biqi H, Lili Z. Investigation on application of Meta-cognitive strategies in" Health assessment" course of nursing undergraduate students. Chinese Nursing Research, 2011; 0-9.
Mahmoud Alilou M, Movahedi Y, Karazi Notash H. The role of metacognitive beliefs in predicting pathological worries in students with test anxiety. Journal of School Psychology, 2015; 4(3): 86-101.
Farhadi A. A comparison of the metacognitive beliefs and pathological Worry in students with Test anxiety disorder symptoms and normal students. Biquarterly Journal of Cognitive Strategies in Learning, 2014; 1(1): 61-73.
 Salarifar MH. The Effectiveness of Beliefs and State Metacognitive Training on Students' Academic Motivation. International Journal of Schooling, 2020; 2(2): 55-67.
Jalili A. The relationship between meta-cognition and academic performance with mediation role of problem solving. Quarterly Journal of Child Mental Health, 2018; 5(1): 80-91.
 Alipour A. Preliminary validation of the Corona Disease Anxiety Scale (CDAS) in the Iranian sample. Quarterly Journal of Health Psychology, 2020; 8(4): 163-175.
Huizink AC. Is pregnancy anxiety a distinctive syndrome? Early human development, 2004; 79(2): p. 81-91.
Shirinzadeh DS. Study of factor structure, validity and reliability of Metacognition Questionnaire-30. 2009.
Pekrun R. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 2002; 37(2): 91-105.
Pekrun R, Goetz T, Perry R. Academic achievement emotions questionnaire (AEQ). User's manual. 2005, Department of Psychology, University of Munich, Germany Munich, Germany.
Kdivar P. A Study on Factorial Validity and Reliability of Pekrun's Achievement Emotion Questionnaire.
Meyer TJ. Development and validation of the penn state worry questionnaire. Behaviour research and therapy, 1990; 28(6): 487-495.
Jiménez-Ros AM, Carmona-Márquez J, Pascual LM. Pathological worry in portugal: The portuguese version of the Penn State Worry Questionnaire (PSWQ). The Spanish journal of psychology, 2019; 22.
Najafi M. Psychometric Properties of Farsi Version of the Oxford Happiness Questionnaire among College Students. Quarterly of Educational Measurement, 2012; 3(10): 55-74.