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Marjanovič Umek, L., Sočan, G. in Bajc, K. (2006). Psihološki in družinski dejavniki
šolske ocene. Sodobna pedagogika, 57 (2), 108–129.
McCombs, B. L. in Barton, M. L. (1998). Motivating secondary school students to read
their textbooks. NASSP Bulletin, 82, 24–33.
Meltzer, J. in Hamann, E. T. (2004). Meeting the literacy development needs of adolescent
english language learners through content area learning. Part one: Focus on motivation
and engagement. Providence: Brown University.
Murdock, T. B. in Anderman, L. H. (2000). Middle-grade predictors of student´s moti-
vation and behavior in high school. Journal of Adolescent Research, 15, 327–350.
OECD (2009). PISA 2009 Assessment framework: Key competencies in reading, mathe-
matics and science. Paris: OECD.
OECD (2010a). PISA 2009 Results: What students know and can do – Student per-
formance in reading, mathematics and science (Volume I). Dostopno na spletni
strani:http://dx.doi.org/10.1787/9789264091450-en
OECD (2010b). PISA 2009 Results: Overcoming social background – Equity in learning
opportunities and outcomes (Volume II). Dostopno na spletni strani: http://dx.doi.
org/10.1787/9789264091504-en
OECD (2010c). PISA 2009 Results: Learning to learn – Student engagement, stra-
tegies and practices (Volume III). Dostopno na spletni strani: http://dx.doi.
org/10.1787/9789264083943-en
OECD (2010č). PISA 2009 Results: What makes a school successful? – Resour-
ces, policies and practices (Volume IV). Dostopno na spletni strani: http://dx.doi.
org/10.1787/9789264091559-en
OECD (2010d). Finland: Slow and steady reform for consistently high results. Dostopno
na spletni strani: http://www.oecd.org/pisa/pisaproducts/46581035.pdf
112
Reading, Mathematics and Science Literacy in the PISA assessment 2009. Dostopno na
spletni strani: http://www.pisa.no/pdf/publikasjoner/Short_version_in_English_
PISA2009_Norway.pdf
Lewis, J. (1996). Academy literacy: Reading and strategies. Lexington, Toronto: D. C.
Health and Company.
Lončarič, D. in Peklaj, C. (2008). Proaktivna in defenzivna samoregulacija pri učenju.
Psihološka obzorja, 17, 73–88.
Marentič Požarnik, B. (2000). Psihologija učenja in pouka. Ljubljana: DZS.
Marjanovič Umek, L., Sočan, G. in Bajc, K. (2006). Psihološki in družinski dejavniki
šolske ocene. Sodobna pedagogika, 57 (2), 108–129.
McCombs, B. L. in Barton, M. L. (1998). Motivating secondary school students to read
their textbooks. NASSP Bulletin, 82, 24–33.
Meltzer, J. in Hamann, E. T. (2004). Meeting the literacy development needs of adolescent
english language learners through content area learning. Part one: Focus on motivation
and engagement. Providence: Brown University.
Murdock, T. B. in Anderman, L. H. (2000). Middle-grade predictors of student´s moti-
vation and behavior in high school. Journal of Adolescent Research, 15, 327–350.
OECD (2009). PISA 2009 Assessment framework: Key competencies in reading, mathe-
matics and science. Paris: OECD.
OECD (2010a). PISA 2009 Results: What students know and can do – Student per-
formance in reading, mathematics and science (Volume I). Dostopno na spletni
strani:http://dx.doi.org/10.1787/9789264091450-en
OECD (2010b). PISA 2009 Results: Overcoming social background – Equity in learning
opportunities and outcomes (Volume II). Dostopno na spletni strani: http://dx.doi.
org/10.1787/9789264091504-en
OECD (2010c). PISA 2009 Results: Learning to learn – Student engagement, stra-
tegies and practices (Volume III). Dostopno na spletni strani: http://dx.doi.
org/10.1787/9789264083943-en
OECD (2010č). PISA 2009 Results: What makes a school successful? – Resour-
ces, policies and practices (Volume IV). Dostopno na spletni strani: http://dx.doi.
org/10.1787/9789264091559-en
OECD (2010d). Finland: Slow and steady reform for consistently high results. Dostopno
na spletni strani: http://www.oecd.org/pisa/pisaproducts/46581035.pdf
112
