Page 219 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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the relationship between teachers’ teaching styles, students’ engagement ...
Ryan, R. M., Stiller, J.D., & Lynch, J. H. (1994). Representations of relationships
to teachers, parents, and friends as predictors of academic motivation and
self-esteem. Journal of Early Adolescence, 14, 226–249.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they
teach and motivate students, Journal of Education Psychology, 91, 537–548.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support, Motivation and
Emotion, 28, 147–169.
Rigby, C. S., Deci, E. L., Patrick, B. P., & Ryan, R. M. (1992). Beyond the intrin-
sic–extrinsic dichotomy: Self-determination in motivation and learning.
Motivation and Emotion, 16, 165–185.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence
of affective teacher–student relationships on students’ school engage-
ment and achievement a meta-analytic approach. Review of Educational
Research, 81(4), 493–529.
Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analy-
sis of students and schools. American Educational Research Journal, 32(3),
583–625.
Schultz, R. A. (1982). Teaching style and sociopsychological climates. Alberta
Journal of Educational Research, 28, 9–18.
Slaughter-Defoe, D. T., & Rubin, H. (2001). A longitudinal case study of head
start eligible children: Implications for urban education. Educational
Psychologist, 36, 31–44.
Tyler, J. H., & Lofstrom, M. (2009). Finishing high school: Alternative path-
ways and dropout recovery. The Future of Children, 19(1), 77–103.
Turner, J. C., Meyer, D. K., Midgley, C., & Patrick, H. (2003). Teacher discourse
and sixth graders’ reported affect and achievement in two high-mastery/
high-performance mathematics classrooms, Elementary School Journal,
103, 357–430.
Vallerand, R. J., & Senecal, S. (1991). Une analyse motivationnelle de l’abandon
des etudes [The role of motivation in school dropout]. Apprentissage et so-
cialisation, 15(1), 49–62.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and per-
sistence in a real-life setting: Toward a motivational model of high school
dropout. Journal of Personality and Social Psychology, 72, 1161–1176.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San
Francisco: John Wiley & Sons.
219
Ryan, R. M., Stiller, J.D., & Lynch, J. H. (1994). Representations of relationships
to teachers, parents, and friends as predictors of academic motivation and
self-esteem. Journal of Early Adolescence, 14, 226–249.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they
teach and motivate students, Journal of Education Psychology, 91, 537–548.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support, Motivation and
Emotion, 28, 147–169.
Rigby, C. S., Deci, E. L., Patrick, B. P., & Ryan, R. M. (1992). Beyond the intrin-
sic–extrinsic dichotomy: Self-determination in motivation and learning.
Motivation and Emotion, 16, 165–185.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence
of affective teacher–student relationships on students’ school engage-
ment and achievement a meta-analytic approach. Review of Educational
Research, 81(4), 493–529.
Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analy-
sis of students and schools. American Educational Research Journal, 32(3),
583–625.
Schultz, R. A. (1982). Teaching style and sociopsychological climates. Alberta
Journal of Educational Research, 28, 9–18.
Slaughter-Defoe, D. T., & Rubin, H. (2001). A longitudinal case study of head
start eligible children: Implications for urban education. Educational
Psychologist, 36, 31–44.
Tyler, J. H., & Lofstrom, M. (2009). Finishing high school: Alternative path-
ways and dropout recovery. The Future of Children, 19(1), 77–103.
Turner, J. C., Meyer, D. K., Midgley, C., & Patrick, H. (2003). Teacher discourse
and sixth graders’ reported affect and achievement in two high-mastery/
high-performance mathematics classrooms, Elementary School Journal,
103, 357–430.
Vallerand, R. J., & Senecal, S. (1991). Une analyse motivationnelle de l’abandon
des etudes [The role of motivation in school dropout]. Apprentissage et so-
cialisation, 15(1), 49–62.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and per-
sistence in a real-life setting: Toward a motivational model of high school
dropout. Journal of Personality and Social Psychology, 72, 1161–1176.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San
Francisco: John Wiley & Sons.
219
