Page 179 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
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l i t er at u r a
perience: Complex effects on first graders’ vocabulary and early reading out-
comes.” Journal of School Psychology 43: 343–375.
McWayne, C. M., J. W. Fantuzzo in P. A. McDermott. 2004. “Competency in
context: An investigation of the unique contribution of child competen-
cies to early academic success.” Developmental Psychology 40 (4): 633–645.
Melhuish, E. C. 2001. “The quest for quality in early day care and preschool ex-
perience continues.” International Journal of Behavioral Development 25
(1): 1–6.
Mervielde, I., V. Buyst in F. De Fruyt. 1995. “The validity of the Big-Five as a
model for teacher’s ratings of individual differences among children aged
4–12 years.” Personality and Individual Differences 18 (4): 525–534.
Miedel, W. T. in A. J. Reynolds. 1999. “Parent involvement in early intervention
for disadvantaged children: Does it matter?” Journal of School Psycholo-
gy 37 (4): 379–402.
Mullin, B. C. in S. P. Hinshaw. 2007. “Emotion regulation and externalizing
disorders in children and adolescents.” V Handbook of emotion regula-
tion, ur. J. J. Gross, 523–541. New York, New York, ZDA: The Guilford
Press.
Mullis, I. V. S., M. O. Martin, P. Foy (z J. F. Olson, C. Preuschoff, E. Erberber
et al.). 2008. TIMSS 2007 international mathematics report: Findings from
IEA’s trends in international mathematics and science study at the fourth
and eighth grades. Boston, Massachusetts, ZDA: TIMSS & PIRLS Inter-
national Study Center.
Mullis, I. V. S., M. O. Martin, G. J. Ruddock, C. Y. O’Sullivan in C. Preuschoff.
2009. TIMSS 2011 Assessment Frameworks. Boston, Massachusetts, ZDA:
TIMSS & PIRLS.
Murphy, B. C., S. A. Shepard, N. Eisenberg in R. L. A Fabes. 2004. “Concur-
rent and across time prediction of young adolescents’ social functioning:
The role of emotionality and regulation.” Social Development 13 (1): 56–86.
Murray, K. T. in G. Kochanska. 2002. “Effortful control: Factor structure and
relation to externalizing and internalizing behaviors.” Journal of Abnor-
mal Child Psychology 30 (5): 503–514.
Musek, J. 1999. Psihološki modeli in teorije osebnosti. Ljubljana: Filozofska
fakulteta, Oddelek za psihologijo.
Muthén, L. K. 1999, 16. november. Multilevel data/complex sample: Intraclass
correlations. 4. sporočilo. Objavljeno na: http://www.statmodel.com/dis-
cussion/messages/12/18.html?1238555255
179
perience: Complex effects on first graders’ vocabulary and early reading out-
comes.” Journal of School Psychology 43: 343–375.
McWayne, C. M., J. W. Fantuzzo in P. A. McDermott. 2004. “Competency in
context: An investigation of the unique contribution of child competen-
cies to early academic success.” Developmental Psychology 40 (4): 633–645.
Melhuish, E. C. 2001. “The quest for quality in early day care and preschool ex-
perience continues.” International Journal of Behavioral Development 25
(1): 1–6.
Mervielde, I., V. Buyst in F. De Fruyt. 1995. “The validity of the Big-Five as a
model for teacher’s ratings of individual differences among children aged
4–12 years.” Personality and Individual Differences 18 (4): 525–534.
Miedel, W. T. in A. J. Reynolds. 1999. “Parent involvement in early intervention
for disadvantaged children: Does it matter?” Journal of School Psycholo-
gy 37 (4): 379–402.
Mullin, B. C. in S. P. Hinshaw. 2007. “Emotion regulation and externalizing
disorders in children and adolescents.” V Handbook of emotion regula-
tion, ur. J. J. Gross, 523–541. New York, New York, ZDA: The Guilford
Press.
Mullis, I. V. S., M. O. Martin, P. Foy (z J. F. Olson, C. Preuschoff, E. Erberber
et al.). 2008. TIMSS 2007 international mathematics report: Findings from
IEA’s trends in international mathematics and science study at the fourth
and eighth grades. Boston, Massachusetts, ZDA: TIMSS & PIRLS Inter-
national Study Center.
Mullis, I. V. S., M. O. Martin, G. J. Ruddock, C. Y. O’Sullivan in C. Preuschoff.
2009. TIMSS 2011 Assessment Frameworks. Boston, Massachusetts, ZDA:
TIMSS & PIRLS.
Murphy, B. C., S. A. Shepard, N. Eisenberg in R. L. A Fabes. 2004. “Concur-
rent and across time prediction of young adolescents’ social functioning:
The role of emotionality and regulation.” Social Development 13 (1): 56–86.
Murray, K. T. in G. Kochanska. 2002. “Effortful control: Factor structure and
relation to externalizing and internalizing behaviors.” Journal of Abnor-
mal Child Psychology 30 (5): 503–514.
Musek, J. 1999. Psihološki modeli in teorije osebnosti. Ljubljana: Filozofska
fakulteta, Oddelek za psihologijo.
Muthén, L. K. 1999, 16. november. Multilevel data/complex sample: Intraclass
correlations. 4. sporočilo. Objavljeno na: http://www.statmodel.com/dis-
cussion/messages/12/18.html?1238555255
179
