Page 176 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 176
vedenjske težave in učna uspešnost
Kochanska, G., K. T. Murray in K. C. Coy. 1997. “Inhibitory control as a contri-
butor to conscience in childhood: From toddler to early school age.” Child
Development 68 (2): 263–277.
Kochanska, G., K. T. Murray in E. T. Harlan. 2000. “Effortful control in early
childhood: Continuity and change, antecedents, and implications for so-
cial development.” Developmental Psychology 36 (2): 220–232.
Kochanska, G., K. Murray, T. Y. Jacques, A. L. Koenig in K. A. Vandegees. 1996.
“Inhibitory control in young children and its role in emerging internali-
zation.” Child Development 67: 490–507.
Krnel, D. 2001. Učni načrt: program osnovnošolskega izobraževanja. Spoznava-
nje okolja. Ljubljana: Ministrstvo za šolstvo, znanost in šport, Zavod RS
za šolstvo.
Kwok, O., J. N. Hughes in W. Luo. 2007. “Role of resilient personality on lower
achieving first grade students’ current and future achievement.” Journal
of School Psychology 45: 61–82.
Kyriakides, L. 2002. “A research-based model for the development of policy
on baseline assessment.” British Educational Research Journal 28 (6): 805–
826.
Ladd, G. W. 1990. “Having friends, keeping friends, making friends, and being
liked by peers in the classroom: Predictors of children’s early school ad-
justment?” Child Development 61: 1081–1100.
Ladd, G. W., E. S. Buhs in M. Seid. 2000. “Children’s initial sentiments about
kindergarten: Is school liking an antecedent of early classroom participa-
tion and achievement?” Merrill-Palmer Quarterly 46: 255–279.
Ladd, G. W. in L. M. Dinella. 2009. “Continuity and change in early school en-
gagement: Predictive of children’s achievement trajectories from first to
eighth grade?” Journal of Educational Psychology 101 (1): 190–206.
LaFreniere, P. J. in J. E. Dumas. 1995. Social competence and behavior evalua-
tion, Preschool edition (SCBE). Los Angeles, Kalifornija, ZDA: Western
Psychological Services.
LaFreniere, P. J., J. E Dumas, M. Zupančič, A. Gril in T. Kavčič. 2001. Vprašal-
nik o socialnem vedenju otrok: SV-O priročnik. Ljubljana: Center za psiho-
diagnostična sredstva.
Laidra, K., H. Pullmam in J. Allik. 2007. “Personality and intelligence as pre-
dictors of academic achievement: A cross-sectional study from elementa-
ry to secondary school.” Personality and Individual Differences 42: 441–
451.
176
Kochanska, G., K. T. Murray in K. C. Coy. 1997. “Inhibitory control as a contri-
butor to conscience in childhood: From toddler to early school age.” Child
Development 68 (2): 263–277.
Kochanska, G., K. T. Murray in E. T. Harlan. 2000. “Effortful control in early
childhood: Continuity and change, antecedents, and implications for so-
cial development.” Developmental Psychology 36 (2): 220–232.
Kochanska, G., K. Murray, T. Y. Jacques, A. L. Koenig in K. A. Vandegees. 1996.
“Inhibitory control in young children and its role in emerging internali-
zation.” Child Development 67: 490–507.
Krnel, D. 2001. Učni načrt: program osnovnošolskega izobraževanja. Spoznava-
nje okolja. Ljubljana: Ministrstvo za šolstvo, znanost in šport, Zavod RS
za šolstvo.
Kwok, O., J. N. Hughes in W. Luo. 2007. “Role of resilient personality on lower
achieving first grade students’ current and future achievement.” Journal
of School Psychology 45: 61–82.
Kyriakides, L. 2002. “A research-based model for the development of policy
on baseline assessment.” British Educational Research Journal 28 (6): 805–
826.
Ladd, G. W. 1990. “Having friends, keeping friends, making friends, and being
liked by peers in the classroom: Predictors of children’s early school ad-
justment?” Child Development 61: 1081–1100.
Ladd, G. W., E. S. Buhs in M. Seid. 2000. “Children’s initial sentiments about
kindergarten: Is school liking an antecedent of early classroom participa-
tion and achievement?” Merrill-Palmer Quarterly 46: 255–279.
Ladd, G. W. in L. M. Dinella. 2009. “Continuity and change in early school en-
gagement: Predictive of children’s achievement trajectories from first to
eighth grade?” Journal of Educational Psychology 101 (1): 190–206.
LaFreniere, P. J. in J. E. Dumas. 1995. Social competence and behavior evalua-
tion, Preschool edition (SCBE). Los Angeles, Kalifornija, ZDA: Western
Psychological Services.
LaFreniere, P. J., J. E Dumas, M. Zupančič, A. Gril in T. Kavčič. 2001. Vprašal-
nik o socialnem vedenju otrok: SV-O priročnik. Ljubljana: Center za psiho-
diagnostična sredstva.
Laidra, K., H. Pullmam in J. Allik. 2007. “Personality and intelligence as pre-
dictors of academic achievement: A cross-sectional study from elementa-
ry to secondary school.” Personality and Individual Differences 42: 441–
451.
176
