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Dejavniki bralne pismenosti v raziskavi pisa 2009
Pečjak, S., Bucik, N., Gradišar, A., in Peklaj, C. (2006). Bralna motivaci-
ja v šoli: merjenje in razvijanje. Ljubljana: Zavod Republike Sloveni-
je za šolstvo.
Pedagoški inštitut (2010). OECD. PISA 2009. Prvi rezultati. Ljubljana: Pe-
dagoški inštitut.
Peklaj, C. (2000). Samoregulativni mehanizmi pri učenju [Self regulative
mechanisms in learning]. Sodobna pedagogika, 3, 136–149.
Pind, J., Gunnarsdottir, E. K., in Johanesson, H. S. (2003). Raven‘s stan-
dard progressive matrices: New school age norms and a study of test
validity. Personality and Individual Differences, 34, 375–386.
Plomin, R., DeFries, J. C., McClearn, G. E., in McGuffin, P. (2001). Beha-
vioral genetics. New York: Worth Publishers.
Puklek Levpušček, M., in Zupančič, M. (2009). Osebnostni, motivacijski in
socialni dejavniki učne uspešnosti. Ljubljana: Znanstvena založba Filo-
zofske fakultete.
Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., in Congdon, R (2005). Hie-
rarchical linear and nonlinear modeling, Version 6.02: Users’ Guide and
Software Program. Chicago: Scientific Software International.
Regner, I., Loose, F., in Dumas, F. (2009). Students‘ perceptions of parental
and teacher academic involvement: Consequences on achievement go-
als. European Journal of Psychology of Education, 24, 263–277.
Repež, M., Bačnik, A., in Štraus, M. (2008). PISA 2006. Izhodišča merje-
nja naravoslovne pismenosti. Ljubljana: Pedagoški inštitut.
Ryan, R. M., in Deci, E. L. (2000). Self-determination theory and the fa-
cilitation of intrinsic motivation, social development, and well-being.
American Psychologist, (50)1, 68–78.
Safford, K., O’Sullivan, O., in Barrs, M. (2004). Boys on the margin: Pro-
moting boys literacy and learning at Key Stage 2. London: Centre for
Literacy in Primary Education.
Schiefele, U. (2009). Situational and individual interest. V K.R. Wen-
tzel in A. Wigfield (ur.), Handbook of motivation in school. New York:
Taylor Francis, 197–223.
Smith, M.W., in Wilhelm, J. (2002). Reading don’t fix no chevys:: Literacy in
the lives of young men. Heinemann, Portsmouth, NH.
Turner, R. (2009). PISA: An Introduction and Overview. V W. Rodger in
J. Arlington (ur.), PISA Science 2006: Implications for Science Teachers
and Teaching. Virginia: NSTA Press, 3–13.
Yeung, W., Linver, M. R., in Brooks-Gunn, J. (2002). How money mat-
ters for young children’s development: Parental investments and fa-
mily processes. Child Development, 73, 1861–1879.
Pečjak, S., Bucik, N., Gradišar, A., in Peklaj, C. (2006). Bralna motivaci-
ja v šoli: merjenje in razvijanje. Ljubljana: Zavod Republike Sloveni-
je za šolstvo.
Pedagoški inštitut (2010). OECD. PISA 2009. Prvi rezultati. Ljubljana: Pe-
dagoški inštitut.
Peklaj, C. (2000). Samoregulativni mehanizmi pri učenju [Self regulative
mechanisms in learning]. Sodobna pedagogika, 3, 136–149.
Pind, J., Gunnarsdottir, E. K., in Johanesson, H. S. (2003). Raven‘s stan-
dard progressive matrices: New school age norms and a study of test
validity. Personality and Individual Differences, 34, 375–386.
Plomin, R., DeFries, J. C., McClearn, G. E., in McGuffin, P. (2001). Beha-
vioral genetics. New York: Worth Publishers.
Puklek Levpušček, M., in Zupančič, M. (2009). Osebnostni, motivacijski in
socialni dejavniki učne uspešnosti. Ljubljana: Znanstvena založba Filo-
zofske fakultete.
Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., in Congdon, R (2005). Hie-
rarchical linear and nonlinear modeling, Version 6.02: Users’ Guide and
Software Program. Chicago: Scientific Software International.
Regner, I., Loose, F., in Dumas, F. (2009). Students‘ perceptions of parental
and teacher academic involvement: Consequences on achievement go-
als. European Journal of Psychology of Education, 24, 263–277.
Repež, M., Bačnik, A., in Štraus, M. (2008). PISA 2006. Izhodišča merje-
nja naravoslovne pismenosti. Ljubljana: Pedagoški inštitut.
Ryan, R. M., in Deci, E. L. (2000). Self-determination theory and the fa-
cilitation of intrinsic motivation, social development, and well-being.
American Psychologist, (50)1, 68–78.
Safford, K., O’Sullivan, O., in Barrs, M. (2004). Boys on the margin: Pro-
moting boys literacy and learning at Key Stage 2. London: Centre for
Literacy in Primary Education.
Schiefele, U. (2009). Situational and individual interest. V K.R. Wen-
tzel in A. Wigfield (ur.), Handbook of motivation in school. New York:
Taylor Francis, 197–223.
Smith, M.W., in Wilhelm, J. (2002). Reading don’t fix no chevys:: Literacy in
the lives of young men. Heinemann, Portsmouth, NH.
Turner, R. (2009). PISA: An Introduction and Overview. V W. Rodger in
J. Arlington (ur.), PISA Science 2006: Implications for Science Teachers
and Teaching. Virginia: NSTA Press, 3–13.
Yeung, W., Linver, M. R., in Brooks-Gunn, J. (2002). How money mat-
ters for young children’s development: Parental investments and fa-
mily processes. Child Development, 73, 1861–1879.
