Page 193 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 193
t, C. G., Hansen, C., and Franco, N. (1997). Anxious children in adulthood: A 193
prospective study of adjustment. Journal of the American Academy of Child
and Adolescent Psychiatry, 36, 645–652.
Lowe, P. A., and Raad, J. M. (2008). Anxiety. Retrieved from http://sage.reference.
com/educational psychology/article_n12.html.
Masten, A. S., and Motti-Stefanidi, F. (2009). Understanding and promoting re-
silience in children: Promotive and protective processes in schools. In T. B.
Gutkin and C. R. Reynolds (eds.), The handbook of school psychology. Ho-
boken: Wiley.
Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., D’Arrigo, V. G., and Vitiello, B.
(2007). The role of anxiety symptoms in school performance in a communi-
ty sample of children and adolescents. Retrieved from http://www.biomed-
central.com/1471-2458/7/347.
Merryman, E. P. (1974). The effects of manifest anxiety on the reading achieve-
ment of fifth grade students. Journal of Experimental Education, 42, 36–41.
Mifsud, C., and Rapee, R. M. (2005). Early Intervention for Childhood Anxiety in
a School Setting: Outcomes for an Economically Disadvantaged Popula-
tion. Journal of American Child and adolescents Psychiatry, 11(10), 996–1004.
Nastran Ule, M. (2000). Mladi v družbi novih tveganj in negotovosti. In A. Šel-
ih (ed.), Prestopništvo in odklonsko vedenje mladih (pp. 11–30). Ljubljana:
Bonex.
Normandeau, S., and Guay, F. (1998). Preschool behavior and first-grade school
achievement: The mediational role of cognitive self-control. Journal of Ed-
ucational Psychology, 90(1), 111–121.
Peck, R. F., and Mitchell, J. V. (1967). Mental health: What research says to the
teacher. Washington, USA: National Educational Association of Classroom
Teachers.
Pekrun, R. (2009). Emotions at school. In K. R. Wentzel and A. Wigfield (eds.),
Handbook of motivation at school (pp. 575–604). New York: Routhledge.
Prevatt, F., Welles, T. L., Li, H., and Proctor, B. (2010). The contribution of memo-
ry and anxiety to the math performance of college students with learning
disabilities. Learning Disabilities Research & Practice, 25(1), 39–47.
Popp, U. (2003). Nasilje v šoli in koncepti njegovega preprečevanja. Sodobna
pedagogika, 52(2), 26–41.
Ragozzino, K., Resnik, H., Utne-O’Brien, M. and Weissberg, R. P. (2003). Promot-
ing academic achievement through social and emotional learning. Educa-
tional Horizons, 81, 169–171.
fostering social and emotional learning as means of achieving better-quality knowledge
prospective study of adjustment. Journal of the American Academy of Child
and Adolescent Psychiatry, 36, 645–652.
Lowe, P. A., and Raad, J. M. (2008). Anxiety. Retrieved from http://sage.reference.
com/educational psychology/article_n12.html.
Masten, A. S., and Motti-Stefanidi, F. (2009). Understanding and promoting re-
silience in children: Promotive and protective processes in schools. In T. B.
Gutkin and C. R. Reynolds (eds.), The handbook of school psychology. Ho-
boken: Wiley.
Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., D’Arrigo, V. G., and Vitiello, B.
(2007). The role of anxiety symptoms in school performance in a communi-
ty sample of children and adolescents. Retrieved from http://www.biomed-
central.com/1471-2458/7/347.
Merryman, E. P. (1974). The effects of manifest anxiety on the reading achieve-
ment of fifth grade students. Journal of Experimental Education, 42, 36–41.
Mifsud, C., and Rapee, R. M. (2005). Early Intervention for Childhood Anxiety in
a School Setting: Outcomes for an Economically Disadvantaged Popula-
tion. Journal of American Child and adolescents Psychiatry, 11(10), 996–1004.
Nastran Ule, M. (2000). Mladi v družbi novih tveganj in negotovosti. In A. Šel-
ih (ed.), Prestopništvo in odklonsko vedenje mladih (pp. 11–30). Ljubljana:
Bonex.
Normandeau, S., and Guay, F. (1998). Preschool behavior and first-grade school
achievement: The mediational role of cognitive self-control. Journal of Ed-
ucational Psychology, 90(1), 111–121.
Peck, R. F., and Mitchell, J. V. (1967). Mental health: What research says to the
teacher. Washington, USA: National Educational Association of Classroom
Teachers.
Pekrun, R. (2009). Emotions at school. In K. R. Wentzel and A. Wigfield (eds.),
Handbook of motivation at school (pp. 575–604). New York: Routhledge.
Prevatt, F., Welles, T. L., Li, H., and Proctor, B. (2010). The contribution of memo-
ry and anxiety to the math performance of college students with learning
disabilities. Learning Disabilities Research & Practice, 25(1), 39–47.
Popp, U. (2003). Nasilje v šoli in koncepti njegovega preprečevanja. Sodobna
pedagogika, 52(2), 26–41.
Ragozzino, K., Resnik, H., Utne-O’Brien, M. and Weissberg, R. P. (2003). Promot-
ing academic achievement through social and emotional learning. Educa-
tional Horizons, 81, 169–171.
fostering social and emotional learning as means of achieving better-quality knowledge
