Page 192 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 192
Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive
interventions and their interface with neuroscience. Annals of the New York
Academy of Science, 1094, 139–150.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., and
Resnik, H., (2003). Enhancing school-based prevention and youth devel-
opment through coordinated social, emotional, and academic learning.
American Psychologist, 58, 466–474.
Guerra, N. G., and Bradshaw, C. P. (2008). Linking the prevention of problem be-
haviors and positive youth development: Core competencies for positive
youth development and risk prevention. New Directions for Child and Ado-
lescent Development, 122, 1–17.
Hawkins, J. D., Smith, B. H., and Catalano, R. F. (2004). Social development and
social and emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang
and H. J. Walberg (eds.), Building academic success on social and emotion-
al learning: What does the research say? (pp. 135–150). New York: Teachers
College Press.
192 Holloway, H. D. (1958). Reliability of the children’s manifest anxiety scale at the
rural third grade level. Journal of Educational Psychology, 49(4), 193–196.
Huesmann, L. R. (1994). Aggressive Behaviour – Current Perspectives. New York &
London: Plenum Press.
Kim–Cohen, J., Caspi, A., Moffit, T. E., Harrington, H., Milne, B. J., and Poulton,
R. (2003). Prior juvenile diagnosis in adults with mental disorder: Develop-
mental follow-back of a prospective–longitudinal cohort. Archives of Gen-
eral Psychiatry, 37, 709–717.
Klem, A. M., and Connell, J. P. (2004). Relationships matter: Linking teacher sup-
port to student engagement and achievement. Journal of School Health,
74, 262–273.
Kos, A. (1990). Strah v šoli, strah pred šolo. Ljubljana: Svetovalni center za otroke,
mladostnike in starše.
Kozina, A, (2012). The LA OM multidimensional anxiety scale for measuring anx-
iety in children and adolescents. Journal of Psychoeducational Assessment,
30, 264–273.
Kozina, A. (2013a). Aggression in primary schools – the predictive power of select-
ed school and home environment variables. Presentation at ECDP 2013, Lau-
sanne, Switzerland.
Kozina, A. (2013b). Anxiety in primary schools – the predictive power of selected
school and home environment variables. Presentation at STAR 2013, Faro,
Portugal.
student (under)achievement: perspectives, approaches, challenges
interventions and their interface with neuroscience. Annals of the New York
Academy of Science, 1094, 139–150.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., and
Resnik, H., (2003). Enhancing school-based prevention and youth devel-
opment through coordinated social, emotional, and academic learning.
American Psychologist, 58, 466–474.
Guerra, N. G., and Bradshaw, C. P. (2008). Linking the prevention of problem be-
haviors and positive youth development: Core competencies for positive
youth development and risk prevention. New Directions for Child and Ado-
lescent Development, 122, 1–17.
Hawkins, J. D., Smith, B. H., and Catalano, R. F. (2004). Social development and
social and emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang
and H. J. Walberg (eds.), Building academic success on social and emotion-
al learning: What does the research say? (pp. 135–150). New York: Teachers
College Press.
192 Holloway, H. D. (1958). Reliability of the children’s manifest anxiety scale at the
rural third grade level. Journal of Educational Psychology, 49(4), 193–196.
Huesmann, L. R. (1994). Aggressive Behaviour – Current Perspectives. New York &
London: Plenum Press.
Kim–Cohen, J., Caspi, A., Moffit, T. E., Harrington, H., Milne, B. J., and Poulton,
R. (2003). Prior juvenile diagnosis in adults with mental disorder: Develop-
mental follow-back of a prospective–longitudinal cohort. Archives of Gen-
eral Psychiatry, 37, 709–717.
Klem, A. M., and Connell, J. P. (2004). Relationships matter: Linking teacher sup-
port to student engagement and achievement. Journal of School Health,
74, 262–273.
Kos, A. (1990). Strah v šoli, strah pred šolo. Ljubljana: Svetovalni center za otroke,
mladostnike in starše.
Kozina, A, (2012). The LA OM multidimensional anxiety scale for measuring anx-
iety in children and adolescents. Journal of Psychoeducational Assessment,
30, 264–273.
Kozina, A. (2013a). Aggression in primary schools – the predictive power of select-
ed school and home environment variables. Presentation at ECDP 2013, Lau-
sanne, Switzerland.
Kozina, A. (2013b). Anxiety in primary schools – the predictive power of selected
school and home environment variables. Presentation at STAR 2013, Faro,
Portugal.
student (under)achievement: perspectives, approaches, challenges
