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alano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., and Hawkins, J. 191
D. (2002). Positive youth development in the United States: Research find-
ings on evaluations of positive youth development programs. Prevention
& Treatment, 5, Article 15. doi: 10.1037/1522-3736.5.1.515a.
Chansky, N. M. (1966). Anxiety, intelligence, and achievement in algebra. Jour-
nal of Educational Research, 60, 90–91.
Craig, K. D., and Dobson, K. S. (1995). Anxiety and depression in adults and chil-
dren. Thousand Oaks, ZDA: Sage publications.
Copland, R., Findlay, L. C., and Schneider, B. H. (2010). Where do anxious chil-
dren ‘fit’ best? Childcare and the emergence of anxiety in early childhood.
Canadian Journal of Behavioural Science, 42(3), 185–193.
Costello, E.J., Mustillo, S., Erkanli, A., Keeler, G. and Angold, A. (2003). Prevalence
and development of psychiatric disorders in childhood and adolescence.
Archives of General Psychiatry, 60(8), 837-844.
Dadds, M. R., Holland, D., Barrett, P. M., Laurens, K. R., and Spence, S. (1999). Ear-
ly Intervention and Prevention of Anxiety Disorders in Children: Results at
2-Years Follow Up. Journal of Consulting and Clinical Psychology, 67, 145– 150.
Duchesne, S., and Ratelle, C. (2010). Parental behaviours and adolescents’
achievement goals at the beginning of middle school: Emotional prob-
lems and potential mediators. Journal of Educational Psychology, 120(2),
497–507.
Duckworth, A. S., and Seligman, M. E. P. (2005). Self-discipline outdoes IQ in
predicting academic performance of adolescents. Psychological Science,
16, 939–944.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., and Taylor, R. D.
(2011). The impact of enhancing students’ social and emotional learning: a
meta-analyses of school-based universal interventions. Child development,
1, 405–432.
Eisenberg, N. (ed.) (2006). Volume 3: Social, emotional, and personality devel-
opment. In W. Damon and R. M. Lerner (series eds.), Handbook of child psy-
chology, 6th ed. New York: Wiley.
Flannery, D. J., Vazsonyi, A. T., and Waldman, I. D. (2007). The Cambridge Hand-
book of Violent Behaviour and Aggression. Cambridge, England: Cambridge
University Press.
Flannery-Schroeder, E. C., and Kendall, P. C. (2000). Group and Individual Cog-
nitive-Behavioral Treatments for Youth with Anxiety Disorders: A Rand-
omized Clinical Trial. Cognitive Therapy and Research, 24, 251–278.
Gaudry, E. and Spielberger, D. (1971). Anxiety and educational achievement. Syd-
ney, Australia: Wiley.
fostering social and emotional learning as means of achieving better-quality knowledge
D. (2002). Positive youth development in the United States: Research find-
ings on evaluations of positive youth development programs. Prevention
& Treatment, 5, Article 15. doi: 10.1037/1522-3736.5.1.515a.
Chansky, N. M. (1966). Anxiety, intelligence, and achievement in algebra. Jour-
nal of Educational Research, 60, 90–91.
Craig, K. D., and Dobson, K. S. (1995). Anxiety and depression in adults and chil-
dren. Thousand Oaks, ZDA: Sage publications.
Copland, R., Findlay, L. C., and Schneider, B. H. (2010). Where do anxious chil-
dren ‘fit’ best? Childcare and the emergence of anxiety in early childhood.
Canadian Journal of Behavioural Science, 42(3), 185–193.
Costello, E.J., Mustillo, S., Erkanli, A., Keeler, G. and Angold, A. (2003). Prevalence
and development of psychiatric disorders in childhood and adolescence.
Archives of General Psychiatry, 60(8), 837-844.
Dadds, M. R., Holland, D., Barrett, P. M., Laurens, K. R., and Spence, S. (1999). Ear-
ly Intervention and Prevention of Anxiety Disorders in Children: Results at
2-Years Follow Up. Journal of Consulting and Clinical Psychology, 67, 145– 150.
Duchesne, S., and Ratelle, C. (2010). Parental behaviours and adolescents’
achievement goals at the beginning of middle school: Emotional prob-
lems and potential mediators. Journal of Educational Psychology, 120(2),
497–507.
Duckworth, A. S., and Seligman, M. E. P. (2005). Self-discipline outdoes IQ in
predicting academic performance of adolescents. Psychological Science,
16, 939–944.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., and Taylor, R. D.
(2011). The impact of enhancing students’ social and emotional learning: a
meta-analyses of school-based universal interventions. Child development,
1, 405–432.
Eisenberg, N. (ed.) (2006). Volume 3: Social, emotional, and personality devel-
opment. In W. Damon and R. M. Lerner (series eds.), Handbook of child psy-
chology, 6th ed. New York: Wiley.
Flannery, D. J., Vazsonyi, A. T., and Waldman, I. D. (2007). The Cambridge Hand-
book of Violent Behaviour and Aggression. Cambridge, England: Cambridge
University Press.
Flannery-Schroeder, E. C., and Kendall, P. C. (2000). Group and Individual Cog-
nitive-Behavioral Treatments for Youth with Anxiety Disorders: A Rand-
omized Clinical Trial. Cognitive Therapy and Research, 24, 251–278.
Gaudry, E. and Spielberger, D. (1971). Anxiety and educational achievement. Syd-
ney, Australia: Wiley.
fostering social and emotional learning as means of achieving better-quality knowledge
