Page 111 - Puklek Levpušček, Melita, in Klaudija Šterman Ivančič, ur. Motivacijski dejavniki v izobraževanju mladine in odraslih. Ljubljana: Pedagoški inštitut, 2013. Digitalna knjižnica, Documenta 5
P. 111
v smeri povečanja uporabe IKT za namen učenja. Povezovanje učenja z uporabo IKT
pri pouku in doma bi tako verjetno ugodno učinkovalo na poskus povečanja motivacije
za branje pri fantih.
Literatura
Baker, L. in Wigfield, A. (1999). Dimensions of children’s motivation for reading and
their relations to reading activity and reading achievement. Reading Research Quar-
terly, 34, 452–477.
Boekaerts, M. (2009). Goal-directed behaviors in the classroom. V K.R. Wentzel in A.
Wigfield (ur.), Handbook of motivation at school (str. 105–122). New York: Routled-
ge.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences, Second Edition.
Hillsdale, NJ: Lawrence Erlbaum Associates.
Cunningham, A. E. in Stanovic, K. E. (1991). Tracking the unique effects of print expo-
sure in children: Associations with vocabulary, general knowledge, and spelling. Jo-
urnal of Educational Psychology, 83, 264–274.
Čad, S. (2011). Šola v naravi pri nas in na Norveškem. Diplomsko delo. Univerza v Lju-
bljani: Fakulteta za šport.
Entwistle, N. J. in Ramsden, P. (1983). Understanding student learning. London: Croom
Helm.
Eurydice Slovenija (2009). Norveška: Bela knjiga o začetnem izobraževanju osnovnošol-
skih učiteljev. Dostopno na spletni strani: http://wwhw.regjeringen.no/en/dep/kd/
Documents/Brochures-and-handbooks/2009
Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area of cognitive-
-developmental inquiry. American Psychologist, 34, 906–911.
Goldman, S.R. in Rakestraw, J.A. (2000). Structural aspects of constructing meaning
from text. V M. L. Kamil, P. B. Mosenthal, P. D. Pearson in R. Barr (ur.), Handbook
of reading research (str. 311–336). Mahwah, NJ: Erlbaum.
Guthrie, J. T. in Alao, S. (1997). Engagement in reading for young adolescents. Journal
of Adolescent and Adult Literacy, 40, 438–446.
Guthrie, J. T. in Wigfield, A. (2000). Engagement and motivation in reading. V M.
L. Kamil, P. B. Mosenthal, P. D. Pearson in R. Barr (ur.), Handbook of reading research
(str. 403–422). Mahwah, NJ: Lawrence Erlbaum.
Irvin, J. L. in Mullins, E. R. (2000). Transition into middle school. Middle School Jour-
nal, 31, 57–60.
111
pri pouku in doma bi tako verjetno ugodno učinkovalo na poskus povečanja motivacije
za branje pri fantih.
Literatura
Baker, L. in Wigfield, A. (1999). Dimensions of children’s motivation for reading and
their relations to reading activity and reading achievement. Reading Research Quar-
terly, 34, 452–477.
Boekaerts, M. (2009). Goal-directed behaviors in the classroom. V K.R. Wentzel in A.
Wigfield (ur.), Handbook of motivation at school (str. 105–122). New York: Routled-
ge.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences, Second Edition.
Hillsdale, NJ: Lawrence Erlbaum Associates.
Cunningham, A. E. in Stanovic, K. E. (1991). Tracking the unique effects of print expo-
sure in children: Associations with vocabulary, general knowledge, and spelling. Jo-
urnal of Educational Psychology, 83, 264–274.
Čad, S. (2011). Šola v naravi pri nas in na Norveškem. Diplomsko delo. Univerza v Lju-
bljani: Fakulteta za šport.
Entwistle, N. J. in Ramsden, P. (1983). Understanding student learning. London: Croom
Helm.
Eurydice Slovenija (2009). Norveška: Bela knjiga o začetnem izobraževanju osnovnošol-
skih učiteljev. Dostopno na spletni strani: http://wwhw.regjeringen.no/en/dep/kd/
Documents/Brochures-and-handbooks/2009
Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area of cognitive-
-developmental inquiry. American Psychologist, 34, 906–911.
Goldman, S.R. in Rakestraw, J.A. (2000). Structural aspects of constructing meaning
from text. V M. L. Kamil, P. B. Mosenthal, P. D. Pearson in R. Barr (ur.), Handbook
of reading research (str. 311–336). Mahwah, NJ: Erlbaum.
Guthrie, J. T. in Alao, S. (1997). Engagement in reading for young adolescents. Journal
of Adolescent and Adult Literacy, 40, 438–446.
Guthrie, J. T. in Wigfield, A. (2000). Engagement and motivation in reading. V M.
L. Kamil, P. B. Mosenthal, P. D. Pearson in R. Barr (ur.), Handbook of reading research
(str. 403–422). Mahwah, NJ: Lawrence Erlbaum.
Irvin, J. L. in Mullins, E. R. (2000). Transition into middle school. Middle School Jour-
nal, 31, 57–60.
111
