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and Life Skills Survey. Paris and Ottawa: Organisation for Economic Co-op-
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Podlesek, A., Radovan, M., Seničar, M., and Šterman Ivančič, K. (2012a). Mo-
tivacijski dejavniki v izobraževanju mladine in odraslih: poročilo evalvacijske
študije. Ljubljana: Pedagoški inštitut.
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Ljubljana: Pedagoški inštitut.
Puklek Levpušček, M., in Šterman Ivančič, K. (eds.). (2013). Motivacija v izo-
braževanju mladine in odraslih (Digital Library, Documenta, 5). Ljubljana:
Pedagoški inštitut.
Reeve, J., Jang, H., Carrell, D., Jeon, S., and Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support. Motivation and
Emotion, 28, 147–169.
Repež, M., and Štraus, M. (eds.). (2007). Izhodišča merjenja bralne pismenosti v
raziskavi PISA 2006. Ljubljana: Pedagoški inštitut.
Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Read-
ing, 3 (3), 257–279.
Schneider, W. (1989). Zur Entwicklung des Metagedächtnisses bei Kindern [The
development of metamemory in children]. Bern: Huber.
Schneider, W. (ed.). (1999). The development of metamemory in children. Cam-
bridge, MA: MIT Press.
Schneider, W., and Pressley, M. (1997). Memory development between two and
twenty (2nd ed.). Mahwah, NJ: Erlbaum.
reading literacy and motivation in the context of social changes
OECD (2010). PISA 2009 Results: What students know and can do – Student perfor-
mance in reading, mathematics and science (Volume I). Paris: OECD.
OECD (2011). PISA 2009 Results: Students on line – Digital technologies and per-
formance (Volume VI). Paris: OECD.
OECD and STATCAN (2000). Literacy in the information age: Final report of the In-
ternational Adult Literacy Survey. Paris and Ottawa: Organisation for Eco-
nomic Co-operation and Development and Statistics Canada.
OECD and STATCAN (2005). Learning a living: First results of the Adult Literacy
and Life Skills Survey. Paris and Ottawa: Organisation for Economic Co-op-
eration and Development and Statistics Canada.
Pedagoški inštitut (2010). OECD. PISA 2009. Prvi rezultati. Ljubljana: Pedagoški
inštitut.
Pew Internet and American Life Project (2005). Internet: The mainstreaming of
online life. Trends 2005. Washington DC.
Puklek Levpušček, M., Jelenc-Krašovec, S., Kobal Grum, D., Kolenc, J., Kump, S.,
Podlesek, A., Radovan, M., Seničar, M., and Šterman Ivančič, K. (2012a). Mo-
tivacijski dejavniki v izobraževanju mladine in odraslih: poročilo evalvacijske
študije. Ljubljana: Pedagoški inštitut.
Puklek Levpušček, M., Podlesek, A., and Šterman Ivančič, K. (2012b). Dejavniki
bralne pismenosti v raziskavi PISA 2009 (Digital Library, Dissertationes, 21).
Ljubljana: Pedagoški inštitut.
Puklek Levpušček, M., in Šterman Ivančič, K. (eds.). (2013). Motivacija v izo-
braževanju mladine in odraslih (Digital Library, Documenta, 5). Ljubljana:
Pedagoški inštitut.
Reeve, J., Jang, H., Carrell, D., Jeon, S., and Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support. Motivation and
Emotion, 28, 147–169.
Repež, M., and Štraus, M. (eds.). (2007). Izhodišča merjenja bralne pismenosti v
raziskavi PISA 2006. Ljubljana: Pedagoški inštitut.
Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Read-
ing, 3 (3), 257–279.
Schneider, W. (1989). Zur Entwicklung des Metagedächtnisses bei Kindern [The
development of metamemory in children]. Bern: Huber.
Schneider, W. (ed.). (1999). The development of metamemory in children. Cam-
bridge, MA: MIT Press.
Schneider, W., and Pressley, M. (1997). Memory development between two and
twenty (2nd ed.). Mahwah, NJ: Erlbaum.
reading literacy and motivation in the context of social changes
