Page 172 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 172
vedenjske težave in učna uspešnost
emotionality, effortful control, and impulsivity: Concurrent relations and
prediction of change.” Developmental Psychology 41 (1): 193–211.
Eisenberg, N., C. L. Smith, A. Sadovsky in T. L. Spinrad. 2004. “Effortful con-
trol: Relations with emotion regulation, adjustment, and socialization in
childhood.” V Handbook of self-regulation: Research, theory, and applica-
tions, ur. R. F. Baumeister in K.D. Vohs, 259–282. New York, New York,
ZDA: Guilford Press.
Eisenberg, N., T. L. Spinrad, R. A. Fabes, M. Reiser, A. Cumberland, S. A. Shep-
ard et al. 2004. “The relations of effortful control and impulsivity to chil-
dren’s resiliency and adjustment.” Child Development 75 (1): 25–46.
Eisenberg, N., C. Valiente, A. S. Morris, R. A. Fabes, A. Cumberland, M. Reis-
er et al. 2003. “Longitudinal relations among parental emotional expres-
sivity, children’s regulation, and quality of socioeconomical functioning.”
Developmental Psychology 39 (1): 3–19.
Eisenberg, N., M. Vidmar, T. L. Spinrad, N. D. Eggum, A. Edwards, B. Gaert-
ner in A. Kupfer. 2010. “Mothers’ Teaching Strategies and Children’s Ef-
fortful Control: A Longitudinal Study.” Developmental Psychology 46 (5):
1294–1308.
Eisenberg, N., Q. Zhou, T. L. Spinrad, C. Valiente, R. A. Fabes in J. Liew. 2005.
“Relations among positive parenting, children’s effortful control, and ex-
ternalizing problems: A three-wave longitudinal study.” Child Develop-
ment 76 (5): 1055–1071.
Enders, C. K. in D. Tofighi. 2007. “Centering predictor variables in cross-sec-
tional multilevel models: A new look at an old issue.” Psychological Meth-
ods 12 (2): 121–138.
Englund, M. M., A. E. Luckner, G. J. L. Whaley in B. Egeland. 2004. “Chil-
dren’s achievement in early elementary school: Longitudinal effects of
parental involvement, expectations, and quality of assistance.” Journal of
Educational Psychology 96 (4): 723–730.
Englund, M. M., B. Egeland in W. A. Collins. 2008. “Exceptions to high school
dropout predictions in a low-income sample: Do adults make a differ-
ence?” Journal of Social Issues 64 (1): 77–93.
Fabes, R. A., C. L. Martin, L. D. Hanish, M. C. Anders in D. A. Madden-Der-
dich. 2003. “Early school competence: The roles of sex-segregated play
and effortful control.” Developmental Psychology 39 (5): 848–858.
Fan, X. in M. Chen. 2001. “Parental involvement and students’ academ-
ic achievement: A meta-analysis.” Educational Psychology Review 13 (1):
1–22.
172
emotionality, effortful control, and impulsivity: Concurrent relations and
prediction of change.” Developmental Psychology 41 (1): 193–211.
Eisenberg, N., C. L. Smith, A. Sadovsky in T. L. Spinrad. 2004. “Effortful con-
trol: Relations with emotion regulation, adjustment, and socialization in
childhood.” V Handbook of self-regulation: Research, theory, and applica-
tions, ur. R. F. Baumeister in K.D. Vohs, 259–282. New York, New York,
ZDA: Guilford Press.
Eisenberg, N., T. L. Spinrad, R. A. Fabes, M. Reiser, A. Cumberland, S. A. Shep-
ard et al. 2004. “The relations of effortful control and impulsivity to chil-
dren’s resiliency and adjustment.” Child Development 75 (1): 25–46.
Eisenberg, N., C. Valiente, A. S. Morris, R. A. Fabes, A. Cumberland, M. Reis-
er et al. 2003. “Longitudinal relations among parental emotional expres-
sivity, children’s regulation, and quality of socioeconomical functioning.”
Developmental Psychology 39 (1): 3–19.
Eisenberg, N., M. Vidmar, T. L. Spinrad, N. D. Eggum, A. Edwards, B. Gaert-
ner in A. Kupfer. 2010. “Mothers’ Teaching Strategies and Children’s Ef-
fortful Control: A Longitudinal Study.” Developmental Psychology 46 (5):
1294–1308.
Eisenberg, N., Q. Zhou, T. L. Spinrad, C. Valiente, R. A. Fabes in J. Liew. 2005.
“Relations among positive parenting, children’s effortful control, and ex-
ternalizing problems: A three-wave longitudinal study.” Child Develop-
ment 76 (5): 1055–1071.
Enders, C. K. in D. Tofighi. 2007. “Centering predictor variables in cross-sec-
tional multilevel models: A new look at an old issue.” Psychological Meth-
ods 12 (2): 121–138.
Englund, M. M., A. E. Luckner, G. J. L. Whaley in B. Egeland. 2004. “Chil-
dren’s achievement in early elementary school: Longitudinal effects of
parental involvement, expectations, and quality of assistance.” Journal of
Educational Psychology 96 (4): 723–730.
Englund, M. M., B. Egeland in W. A. Collins. 2008. “Exceptions to high school
dropout predictions in a low-income sample: Do adults make a differ-
ence?” Journal of Social Issues 64 (1): 77–93.
Fabes, R. A., C. L. Martin, L. D. Hanish, M. C. Anders in D. A. Madden-Der-
dich. 2003. “Early school competence: The roles of sex-segregated play
and effortful control.” Developmental Psychology 39 (5): 848–858.
Fan, X. in M. Chen. 2001. “Parental involvement and students’ academ-
ic achievement: A meta-analysis.” Educational Psychology Review 13 (1):
1–22.
172
