Page 129 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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munities, C 142, 1-22, 14. 6. 2002.
Reeve, J., and Jang, H. (2006). What teachers say and do to support students’
autonomy during a learning activity. Journal of Educational Psychology, 98,
209–218.
Renninger, K. A. (2000). Individual interest and its implications for understand-
ing intrinsic motivation. V C.
Sansone and J. M. Harackiewitz (eds.), Intrinsic and extrinsic motivation: The
search for optimal motivation and performance (pp. 373–404). New York: Ac-
ademic Press.
Resolution on Research and Innovation Strategy of Slovenia 2011–2020 (Re-
RIS11-20). Retrieved from http:/www.uradni-list.si/I/content?id=103975
Ryan, R. M., Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-re-
port and projective assessment of individual differences in children’s per-
ceptions. Journal of Personality and Social Psychology, 50, 550–558.
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Mad-
dux (ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and
application (pp. 281–303). New York: Plenum Press.
Schunk, D. H., and Pajares, F. (2007). Competence perceptions and academic
functioning. In A. J. Elliot and C. S. Dweck (eds.), Handbook of competence
and motivation (pp. 85–104). New York, London: The Guilford Press.
Stefanou, C. R., Perencevich, K. D., DiCintio, M., and Turner, J. C. (2004). Support-
ing autonomy in the classroom: Ways teachers encourage student deci-
sion making and ownership. Educational Psychologist, 39, 97–110.
Stipek, D. (1996). Motivation and instruction. In D. C. Berliner and R. C. Calfee
(eds.), Handbook of educational psychology (pp. 85–113). MacMillan Refer-
ence Books.
Štefanc, D. (2012). Kompetence v kurikularnem načrtovanju splošnega izo-
braževanja. Razprave FF. Ljubljana: Filozofska fakulteta.
Turner, J. C., and Meyer, D. K. (2000). Studying and understanding the instruc-
tional contexts of classrooms: Using our past to forge our future. Educa-
tional Psychologist, 35, 69–85.
Urdan, T., and Turner, J. C. (2007). Competence motivation in the classroom. In
A. J. Elliot and C. S. Dweck (eds.), Handbook of competence and motivation
(pp. 297–317). New York, London: The Guilford Press.
attitude to knowledge and adolescent´s learning achievement
In Detailed work programme on the follow-up of the objectives of education
and training systems in Europe (2002). Official journal of the European Com-
munities, C 142, 1-22, 14. 6. 2002.
Reeve, J., and Jang, H. (2006). What teachers say and do to support students’
autonomy during a learning activity. Journal of Educational Psychology, 98,
209–218.
Renninger, K. A. (2000). Individual interest and its implications for understand-
ing intrinsic motivation. V C.
Sansone and J. M. Harackiewitz (eds.), Intrinsic and extrinsic motivation: The
search for optimal motivation and performance (pp. 373–404). New York: Ac-
ademic Press.
Resolution on Research and Innovation Strategy of Slovenia 2011–2020 (Re-
RIS11-20). Retrieved from http:/www.uradni-list.si/I/content?id=103975
Ryan, R. M., Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-re-
port and projective assessment of individual differences in children’s per-
ceptions. Journal of Personality and Social Psychology, 50, 550–558.
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Mad-
dux (ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and
application (pp. 281–303). New York: Plenum Press.
Schunk, D. H., and Pajares, F. (2007). Competence perceptions and academic
functioning. In A. J. Elliot and C. S. Dweck (eds.), Handbook of competence
and motivation (pp. 85–104). New York, London: The Guilford Press.
Stefanou, C. R., Perencevich, K. D., DiCintio, M., and Turner, J. C. (2004). Support-
ing autonomy in the classroom: Ways teachers encourage student deci-
sion making and ownership. Educational Psychologist, 39, 97–110.
Stipek, D. (1996). Motivation and instruction. In D. C. Berliner and R. C. Calfee
(eds.), Handbook of educational psychology (pp. 85–113). MacMillan Refer-
ence Books.
Štefanc, D. (2012). Kompetence v kurikularnem načrtovanju splošnega izo-
braževanja. Razprave FF. Ljubljana: Filozofska fakulteta.
Turner, J. C., and Meyer, D. K. (2000). Studying and understanding the instruc-
tional contexts of classrooms: Using our past to forge our future. Educa-
tional Psychologist, 35, 69–85.
Urdan, T., and Turner, J. C. (2007). Competence motivation in the classroom. In
A. J. Elliot and C. S. Dweck (eds.), Handbook of competence and motivation
(pp. 297–317). New York, London: The Guilford Press.
attitude to knowledge and adolescent´s learning achievement
