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ve navezanosti in samozaznave. Ljubljana: Center za psihodiagnostična
sredstva.
Darling, N., and Steinberg, L. (1993). Parenting styles as context: An integrative
model. Psychological Bulletin, 113, 487–496.
Denham, S. A., Renwick, S. M., and Holt, R. W. (1991). Working and playing to-
gether: Prediction of preschool social-emotional competence from moth-
er-child interaction. Child Development, 62, 242–249.
Emmer, E. T., Evertson, C. M., and Anderson, L. M. (1980). Effective classroom
management in the beginning of the school year, Elementary School Jour-
nal, 80, 219–231.
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Grotevant, H. D., and Cooper, C. R. (1986). Individuation in family relationships.
Human Development, 29, 82–100.
172 Illsley Clarke, J., and Dawson, C. (1998). Growing up again: parenting ourselves,
parenting our children. Center City, Minn.: Hazelden.
James, M. (2001). It’s never too late to be happy: Reparenting yourselfs for happi-
ness. Quill Driver Books, Sanger, California.
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(eds.), Infancy to early childhood: Genetic and environmental influences on
developmental change (pp. 45–51). New York: Oxford University Press.
Kobak, R. R., and Sceery, A. (1988). Attachment in late adolescence: Working
models, affect regulation, and representation of self and others. Child De-
velopment, 59, 135–146.
Kochanska, G. (1991). Socialization and temperament in the development of
guilt and conscience. Child Development, 62, 1379–1392.
Kochanska, G. (1995). Children’s temperament, mother’s discipline, and secu-
rity of attachment: Multiple pathways to emerging socialization. Child De-
velopment, 66, 597–615.
Kochanska, G. (1997). Multiple pathways to conscience for children with differ-
ent temperaments: From toddlerhood to age 5. Developmental Psycholo-
gy, 33, 228–240.
Kozina, A., Rožman, M., and Rutar Leban, T. (2010). Preliminarna raziskava mer-
skih značilnosti Vprašalnika o odnosih s starši (VOS). Psihološka obzorja,
19(3), 75–88.
Kubicek, L. F., Emde, R. N., and Schmitz, S. (2001). Temperament, mental devel-
opment and language in transition from infancy to early childhood. In R.
student (under)achievement: perspectives, approaches, challenges
ve navezanosti in samozaznave. Ljubljana: Center za psihodiagnostična
sredstva.
Darling, N., and Steinberg, L. (1993). Parenting styles as context: An integrative
model. Psychological Bulletin, 113, 487–496.
Denham, S. A., Renwick, S. M., and Holt, R. W. (1991). Working and playing to-
gether: Prediction of preschool social-emotional competence from moth-
er-child interaction. Child Development, 62, 242–249.
Emmer, E. T., Evertson, C. M., and Anderson, L. M. (1980). Effective classroom
management in the beginning of the school year, Elementary School Jour-
nal, 80, 219–231.
Everston, C. M., and Emmer, E. T. (1982). Effective management at the begin-
ning of the school year in junior high classes, Journal of Educational Psy-
chology, 74, 485–498.
Grotevant, H. D., and Cooper, C. R. (1986). Individuation in family relationships.
Human Development, 29, 82–100.
172 Illsley Clarke, J., and Dawson, C. (1998). Growing up again: parenting ourselves,
parenting our children. Center City, Minn.: Hazelden.
James, M. (2001). It’s never too late to be happy: Reparenting yourselfs for happi-
ness. Quill Driver Books, Sanger, California.
Kagan, J. (2001). The structure of temperament. In R. N. Emde and J. K. Hewitt
(eds.), Infancy to early childhood: Genetic and environmental influences on
developmental change (pp. 45–51). New York: Oxford University Press.
Kobak, R. R., and Sceery, A. (1988). Attachment in late adolescence: Working
models, affect regulation, and representation of self and others. Child De-
velopment, 59, 135–146.
Kochanska, G. (1991). Socialization and temperament in the development of
guilt and conscience. Child Development, 62, 1379–1392.
Kochanska, G. (1995). Children’s temperament, mother’s discipline, and secu-
rity of attachment: Multiple pathways to emerging socialization. Child De-
velopment, 66, 597–615.
Kochanska, G. (1997). Multiple pathways to conscience for children with differ-
ent temperaments: From toddlerhood to age 5. Developmental Psycholo-
gy, 33, 228–240.
Kozina, A., Rožman, M., and Rutar Leban, T. (2010). Preliminarna raziskava mer-
skih značilnosti Vprašalnika o odnosih s starši (VOS). Psihološka obzorja,
19(3), 75–88.
Kubicek, L. F., Emde, R. N., and Schmitz, S. (2001). Temperament, mental devel-
opment and language in transition from infancy to early childhood. In R.
student (under)achievement: perspectives, approaches, challenges
