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eratura
Anderman, E. M., Austin, C. C., in Johnson, D. M. (2001). The development
of goal orientation. V: A. Wigfield in J. S. Eccles (ur.), Development of
achievement motivation. San Diego: Academic Press, 197–220.
Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., in Nurmi, J. E. (2002).
Three methods for studying developmental change: A case of reading
skills and self-concept. British Journal of Educational Psychology, 72,
343–364.
Baker, L., in Wigfield, A. (1999). Dimensions of children’s motivation for
reading and their relations to reading activity and reading achieve-
ment. Reading Research Quarterly, 34, 452–477.
Becker, M., McElvany, N., in Kortenbruck, M. (2010). Intrinsic and extrin-
sic reading motivation as predictors of reading literacy: A longitudinal
study. Journal of Educational Psychology, 102, 773–785.
Boekaerts, M. (2009). Goal-directed behaviors in the classroom. V K.R.
Wentzel in A. Wigfield (ur.), Handbook of motivation at school. New
York: Routledge, 105–122.
Clark, A., in Trafford, J. (1995). Boys into modern languages: An investi-
gation of the discrepancy in attitudes and performance between boys
and girls in modern languages. Gender and Education, 7, 315–325.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hills-
dale, NJ: Lawrence Erlbaum Associates.
Deary, I. J., Strand, S., Smith, P., in Fernandes, C. (2007). Intelligence and
educational achievement. Intelligence, 35, 13–21.
Doupona Horvat, M., in Krevh, A. (2007). Mednarodna raziskava bralne
pismenosti. Poročilo šolam. Ljubljana: Pedagoški inštitut.
Anderman, E. M., Austin, C. C., in Johnson, D. M. (2001). The development
of goal orientation. V: A. Wigfield in J. S. Eccles (ur.), Development of
achievement motivation. San Diego: Academic Press, 197–220.
Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., in Nurmi, J. E. (2002).
Three methods for studying developmental change: A case of reading
skills and self-concept. British Journal of Educational Psychology, 72,
343–364.
Baker, L., in Wigfield, A. (1999). Dimensions of children’s motivation for
reading and their relations to reading activity and reading achieve-
ment. Reading Research Quarterly, 34, 452–477.
Becker, M., McElvany, N., in Kortenbruck, M. (2010). Intrinsic and extrin-
sic reading motivation as predictors of reading literacy: A longitudinal
study. Journal of Educational Psychology, 102, 773–785.
Boekaerts, M. (2009). Goal-directed behaviors in the classroom. V K.R.
Wentzel in A. Wigfield (ur.), Handbook of motivation at school. New
York: Routledge, 105–122.
Clark, A., in Trafford, J. (1995). Boys into modern languages: An investi-
gation of the discrepancy in attitudes and performance between boys
and girls in modern languages. Gender and Education, 7, 315–325.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hills-
dale, NJ: Lawrence Erlbaum Associates.
Deary, I. J., Strand, S., Smith, P., in Fernandes, C. (2007). Intelligence and
educational achievement. Intelligence, 35, 13–21.
Doupona Horvat, M., in Krevh, A. (2007). Mednarodna raziskava bralne
pismenosti. Poročilo šolam. Ljubljana: Pedagoški inštitut.
