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Dejavniki bralne pismenosti v raziskavi pisa 2009
Ellsworth, P. C., in Smith, C. A. (1988). Shades of joy: Patterns of appraisal
differentiating pleasant emotions. Cognition and Emotion, 2, 301–331.
Entwistle, N.J., in Ramsden, P. (1983). Understanding student learning.
London: Croom Helm.
Fergusson, D. M., in Horwood, L. J. (1997). Gender differences in educati-
onal achievement in a New Zealand birthcohort. New Zealand Jour-
nal of Educational Studies, 32, 83–96.
Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area
of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Gaber, S., Tašner, V., Marjanovič Umek, L., Podlesek, A., in Sočan, G.
(2009). Analiza razlik v dosežkih učencev/dijakov ter analiza primar-
nih in sekundarnih učinkov družbenih razlik na dosežke učencev/di-
jakov. Šolsko polje, 20(1/2), 83–125.
Garson, G. D. (2008). Linear mixed models: Random effects, hierarchical
linear, multilevel, random coefficients, and repeated measures models.
Sneto 15. 4. 2008 s strani: http://www2.chass.ncsu.edu/garson/pa765/
multilevel.htm
Gebhardt, E. (2009, September). Multiple regression and multilevel model-
ling. Workshop PISA research conference, Kiel.
Goldman, S.R., in Rakestraw, J.A. (2000). Structural aspects of construc-
ting meaning from text. V M. L. Kamil, P. B. Mosenthal, P. D. Pear-
son in R. Barr (ur.), Handbook of reading research. Mahwah, NJ: Erl-
baum, 311–336.
Guthrie, J. T., in Alao, S. (1997). Engagement in reading for young adole-
scents. Journal of Adolescent and Adult Literacy, 40, 438–446.
Hidi, S., in Renninger, K. A. (2006). The four-phase model of interest de-
velopment. Educational Psychologist, 41, 111–127.
Justin, J., in Zupančič, M. (2005). TIMSS in trendi v stališčih do vloge uč-
benikov. Šolsko polje, 16(3/4), 79–104.
Kobal, D. (2001). Odnos do šole in učenja ter samopodoba pri skupinah
Slovencev in Britancev. Psihološka obzorja, 3, 43–56.
Marjanovič Umek, L., Sočan, G., in Bajc, K. (2006). Psihološki in družin-
ski dejavniki šolske ocene. Sodobna pedagogika, 57(2), 108–129.
Marjanovič Umek, L., Sočan, G., in Bajc, K. (2007). Vpliv psiholoških de-
javnikov in izobrazbe staršev na učno uspešnost mladostnikov. Psiho-
loška obzorja, 16(3), 27–48.
Meltzer, J., Hamann, E. T. (2004). Meeting the literacy development ne-
eds of adolescent english language learners through content area lear-
ning. Part one: Focus on motivation and engagement. Providence: Bro-
wn University.
Ellsworth, P. C., in Smith, C. A. (1988). Shades of joy: Patterns of appraisal
differentiating pleasant emotions. Cognition and Emotion, 2, 301–331.
Entwistle, N.J., in Ramsden, P. (1983). Understanding student learning.
London: Croom Helm.
Fergusson, D. M., in Horwood, L. J. (1997). Gender differences in educati-
onal achievement in a New Zealand birthcohort. New Zealand Jour-
nal of Educational Studies, 32, 83–96.
Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area
of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Gaber, S., Tašner, V., Marjanovič Umek, L., Podlesek, A., in Sočan, G.
(2009). Analiza razlik v dosežkih učencev/dijakov ter analiza primar-
nih in sekundarnih učinkov družbenih razlik na dosežke učencev/di-
jakov. Šolsko polje, 20(1/2), 83–125.
Garson, G. D. (2008). Linear mixed models: Random effects, hierarchical
linear, multilevel, random coefficients, and repeated measures models.
Sneto 15. 4. 2008 s strani: http://www2.chass.ncsu.edu/garson/pa765/
multilevel.htm
Gebhardt, E. (2009, September). Multiple regression and multilevel model-
ling. Workshop PISA research conference, Kiel.
Goldman, S.R., in Rakestraw, J.A. (2000). Structural aspects of construc-
ting meaning from text. V M. L. Kamil, P. B. Mosenthal, P. D. Pear-
son in R. Barr (ur.), Handbook of reading research. Mahwah, NJ: Erl-
baum, 311–336.
Guthrie, J. T., in Alao, S. (1997). Engagement in reading for young adole-
scents. Journal of Adolescent and Adult Literacy, 40, 438–446.
Hidi, S., in Renninger, K. A. (2006). The four-phase model of interest de-
velopment. Educational Psychologist, 41, 111–127.
Justin, J., in Zupančič, M. (2005). TIMSS in trendi v stališčih do vloge uč-
benikov. Šolsko polje, 16(3/4), 79–104.
Kobal, D. (2001). Odnos do šole in učenja ter samopodoba pri skupinah
Slovencev in Britancev. Psihološka obzorja, 3, 43–56.
Marjanovič Umek, L., Sočan, G., in Bajc, K. (2006). Psihološki in družin-
ski dejavniki šolske ocene. Sodobna pedagogika, 57(2), 108–129.
Marjanovič Umek, L., Sočan, G., in Bajc, K. (2007). Vpliv psiholoških de-
javnikov in izobrazbe staršev na učno uspešnost mladostnikov. Psiho-
loška obzorja, 16(3), 27–48.
Meltzer, J., Hamann, E. T. (2004). Meeting the literacy development ne-
eds of adolescent english language learners through content area lear-
ning. Part one: Focus on motivation and engagement. Providence: Bro-
wn University.
