Page 283 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 283
esl prevention extended to the home environment ...
Study of the 1975 cohort.] Reykjavík: Social Science Research Institute.
University of Iceland.
Kuczynski, L., & Kochanska, G. (1995). Function and content of maternal de-
mands: Developmental significance of early demands for competent ac-
tion. Child Development, 66, 616–628.
Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns
of competence and adjustment among adolescents from authoritative, au-
thoritarian, indulgent, and neglectful families. Child Development, 62(5),
1049–1065.
Marjoribanks, K. (2002). Family and school capital: Towards a context theory of
students’ school outcomes. Dordrecht: Springer Science & Business Media.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the fam-
ily: Parent-child interaction. Handbook of child psychology: formerly
Carmichael’s Manual of child psychology/Paul H. Mussen, editor.
McNeal, R. B. (1999). Parental involvement as social capital: Differential ef-
fectiveness on science achievement, truancy, and dropping out. Social
Forces, 78(1), 117–144.
Moos, R. (1978). A typology of junior high and high school classrooms.
American Educational Research Journal, 15, 53–66.
Murray, C., & Malmgren, K. (2005). Implementing a teacher–student rela-
tionship program in a high-poverty urban school: Effects on social, emo-
tional, and academic adjustment and lessons learned. Journal of School
Psychology, 43(2), 137–152.
Newcomb, M. D. (1997). General deviance and psychological distress: Impact
of family support/bonding over 12 years from adolescence to adult-
hood. Criminal Behaviour and Mental Health, 7(4), 369–400.
Newmann. F., Wehlage. G. G., & Lamborn. S. D. (1992). The significance and
sources of student engagement. In F. Newmann (Ed.). Student engage-
ment and achievement in American secondary schools (pp. 11–39). New
York: Teachers College Press.
Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible
selves, and parent school involvement. Family Relations, 56(5), 479–489.
Pong, S. L. (1997). Family structure, school context, and eighth-grade math
and reading achievement. Journal of Marriage and the Family, 59, 734–746.
Richman, J. M., Rosenfeld, L. B., & Bowen, G. L. (1998). Social support for ado-
lescents at risk of school failure. Social Work, 43(4), 309–323.
283
Study of the 1975 cohort.] Reykjavík: Social Science Research Institute.
University of Iceland.
Kuczynski, L., & Kochanska, G. (1995). Function and content of maternal de-
mands: Developmental significance of early demands for competent ac-
tion. Child Development, 66, 616–628.
Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns
of competence and adjustment among adolescents from authoritative, au-
thoritarian, indulgent, and neglectful families. Child Development, 62(5),
1049–1065.
Marjoribanks, K. (2002). Family and school capital: Towards a context theory of
students’ school outcomes. Dordrecht: Springer Science & Business Media.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the fam-
ily: Parent-child interaction. Handbook of child psychology: formerly
Carmichael’s Manual of child psychology/Paul H. Mussen, editor.
McNeal, R. B. (1999). Parental involvement as social capital: Differential ef-
fectiveness on science achievement, truancy, and dropping out. Social
Forces, 78(1), 117–144.
Moos, R. (1978). A typology of junior high and high school classrooms.
American Educational Research Journal, 15, 53–66.
Murray, C., & Malmgren, K. (2005). Implementing a teacher–student rela-
tionship program in a high-poverty urban school: Effects on social, emo-
tional, and academic adjustment and lessons learned. Journal of School
Psychology, 43(2), 137–152.
Newcomb, M. D. (1997). General deviance and psychological distress: Impact
of family support/bonding over 12 years from adolescence to adult-
hood. Criminal Behaviour and Mental Health, 7(4), 369–400.
Newmann. F., Wehlage. G. G., & Lamborn. S. D. (1992). The significance and
sources of student engagement. In F. Newmann (Ed.). Student engage-
ment and achievement in American secondary schools (pp. 11–39). New
York: Teachers College Press.
Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible
selves, and parent school involvement. Family Relations, 56(5), 479–489.
Pong, S. L. (1997). Family structure, school context, and eighth-grade math
and reading achievement. Journal of Marriage and the Family, 59, 734–746.
Richman, J. M., Rosenfeld, L. B., & Bowen, G. L. (1998). Social support for ado-
lescents at risk of school failure. Social Work, 43(4), 309–323.
283
