Page 194 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 194
Rapee, R. M. (2000). Group Treatment of Children with Anxiety Disorders: Out-
come and Predictors of Treatment Response. Australian Journal of Psychol-
ogy, 53(3), 125–129.
Rosenblatt, J., and Maurice, J. E. (2008). Dosage Effects of a Preventive So-
cial-Emotional Learning Intervention on Achievement Loss Associated
with Middle School Transition. Journal of Primary Prevention, 29(6), 535–555.
Schwartz, D. J., Hopmeyer Gorman, A., Nakamoto, J., and Mckay, T. (2006). Pop-
ularity, Social Acceptance, and Aggression in Adolescent Peer Groups:
Links with Academic Performance and School Attendance. Developmental
Psychology, 42(6), 1116–1127.
Shortt, A., Barret, P. M., and Fox, T. (2001). Evaluating the FRIENDS Program: A
Cognitive-Behavioural Group Treatment of Childhood Anxiety Disorders:
An Evaluation of the FRIENDS Program. Journal of Clinical Child Psycholo-
gy, 30(4), 523–533.
Silvermann, W.K. and Treffers, P.D.A. (2001). Anxiety disorders in children and ad-
olescents. Research, assessment and intervention. Cambridge: Cambridge
194 University Press.
Stallard, P. (2009). Anxiety. Cognitive Behaviour Therapy with Children and Young
People. New York, USA: Routledge.
Vršnik Perše, T., Kozina, A., and Rutar Leban, T. (2011). Negative School Factors
and their Influence on Math and Science Achievement in TIMSS 2003. Edu-
cational Studies, 37(3), 265–276.
Wienke-Totura, C. M., Mackinnon-Lewis, C., Gesten, E. L., Gadd, R., Divine, K. P.,
Dunham, S., and Kamboukos, D. (2009). Bullying and Victimization Among
Boys and Girls in Middle School – the Influence of Perceived Family and
School Contexts. Journal of Early Adolescence, 29(4), 571–609.
Wilson, D. B., Gottfredson, D. C., and Najaka, S. S. (2001). School–based preven-
tion of problem behaviour: A meta analyses. Journal of Quantitative Crimi-
nology, 17, 247–272.
Zins, J. E., and Elias, M. J. (2006). Social and emotional learning. In G. G. Bear and
K. M. Minke (eds.), Children’s needs III: Development, prevention, and interven-
tion (pp. 1–13). Bethesda, MD: National Association of School Psychologists.
Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so
far. In P. A. Schutz in R. Pekrun (eds.), Emotion in Education (pp. 165–184). San
Diego, CA: Academic Press.
Zins, J. E., Weissberg, R. P., Wang, M. C., and Walberg, H. J. (eds.). (2004). Building
academic success on social and emotional learning: What does the research
say? New York: Teachers College Press.
student (under)achievement: perspectives, approaches, challenges
come and Predictors of Treatment Response. Australian Journal of Psychol-
ogy, 53(3), 125–129.
Rosenblatt, J., and Maurice, J. E. (2008). Dosage Effects of a Preventive So-
cial-Emotional Learning Intervention on Achievement Loss Associated
with Middle School Transition. Journal of Primary Prevention, 29(6), 535–555.
Schwartz, D. J., Hopmeyer Gorman, A., Nakamoto, J., and Mckay, T. (2006). Pop-
ularity, Social Acceptance, and Aggression in Adolescent Peer Groups:
Links with Academic Performance and School Attendance. Developmental
Psychology, 42(6), 1116–1127.
Shortt, A., Barret, P. M., and Fox, T. (2001). Evaluating the FRIENDS Program: A
Cognitive-Behavioural Group Treatment of Childhood Anxiety Disorders:
An Evaluation of the FRIENDS Program. Journal of Clinical Child Psycholo-
gy, 30(4), 523–533.
Silvermann, W.K. and Treffers, P.D.A. (2001). Anxiety disorders in children and ad-
olescents. Research, assessment and intervention. Cambridge: Cambridge
194 University Press.
Stallard, P. (2009). Anxiety. Cognitive Behaviour Therapy with Children and Young
People. New York, USA: Routledge.
Vršnik Perše, T., Kozina, A., and Rutar Leban, T. (2011). Negative School Factors
and their Influence on Math and Science Achievement in TIMSS 2003. Edu-
cational Studies, 37(3), 265–276.
Wienke-Totura, C. M., Mackinnon-Lewis, C., Gesten, E. L., Gadd, R., Divine, K. P.,
Dunham, S., and Kamboukos, D. (2009). Bullying and Victimization Among
Boys and Girls in Middle School – the Influence of Perceived Family and
School Contexts. Journal of Early Adolescence, 29(4), 571–609.
Wilson, D. B., Gottfredson, D. C., and Najaka, S. S. (2001). School–based preven-
tion of problem behaviour: A meta analyses. Journal of Quantitative Crimi-
nology, 17, 247–272.
Zins, J. E., and Elias, M. J. (2006). Social and emotional learning. In G. G. Bear and
K. M. Minke (eds.), Children’s needs III: Development, prevention, and interven-
tion (pp. 1–13). Bethesda, MD: National Association of School Psychologists.
Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so
far. In P. A. Schutz in R. Pekrun (eds.), Emotion in Education (pp. 165–184). San
Diego, CA: Academic Press.
Zins, J. E., Weissberg, R. P., Wang, M. C., and Walberg, H. J. (eds.). (2004). Building
academic success on social and emotional learning: What does the research
say? New York: Teachers College Press.
student (under)achievement: perspectives, approaches, challenges
