Page 284 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
Rosenthal, B. S. (1998). Non-school correlates of dropout: An integrative re-
view of the literature. Children and Youth Services Review, 20(5), 413–433.
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.
Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased
risk of high school dropout. American Journal of Education, 107, 1–35.
Rumberger, R. W., Ghatak, R., Poulos, G., Ritter, P. L., & Dornbusch, S. M.
(1990). Family influences on dropout behavior in one California high
school. Sociology of Education, 63, 283–299.
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.
Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school
engagement among early adolescents. Youth & Society, 41(1), 3–25.
Simpkins, S. D., Fredricks, J. A. & Eccles, J. S. (2015). The role of parents in the
ontogeny of achievement-related motivation and behavioral choices.
Monographs of the Society for Research in Child Development, 80(2), 1–169.
Steinberg, L. (2001). We know some things: Parent–adolescent relationships
in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1–19.
Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M.
(1994). Over‐time changes in adjustment and competence among adoles-
cents from authoritative, authoritarian, indulgent, and neglectful fami-
lies. Child Development, 65(3), 754–770.
Türkel, Y. D., & Tezer, E. (2008). Parenting styles and learned resourcefulness
of Turkish adolescents. Adolescence, 43(169), 143–152.
Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belonging-
ness, and engagement in school as contributors to adolescent psychologi-
cal well-being. Journal of Youth and Adolescence, 38(1), 1–12.
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects
of social support on three dimensions of school engagement from middle
to high school. Child Development, 83(3), 877–895.
Wentzel, K. R. (1997). Student motivation in middle school: The role of per-
ceived pedagogical caring. Journal of Educational Psychology, 86, 173–182.
White, S. W., & Kelly, F. D. (2010). The school counselor’s role in school drop-
out prevention. Journal of Counseling and Development: JCD, 88(2), 227.
284
Rosenthal, B. S. (1998). Non-school correlates of dropout: An integrative re-
view of the literature. Children and Youth Services Review, 20(5), 413–433.
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.
Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased
risk of high school dropout. American Journal of Education, 107, 1–35.
Rumberger, R. W., Ghatak, R., Poulos, G., Ritter, P. L., & Dornbusch, S. M.
(1990). Family influences on dropout behavior in one California high
school. Sociology of Education, 63, 283–299.
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.
Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school
engagement among early adolescents. Youth & Society, 41(1), 3–25.
Simpkins, S. D., Fredricks, J. A. & Eccles, J. S. (2015). The role of parents in the
ontogeny of achievement-related motivation and behavioral choices.
Monographs of the Society for Research in Child Development, 80(2), 1–169.
Steinberg, L. (2001). We know some things: Parent–adolescent relationships
in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1–19.
Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M.
(1994). Over‐time changes in adjustment and competence among adoles-
cents from authoritative, authoritarian, indulgent, and neglectful fami-
lies. Child Development, 65(3), 754–770.
Türkel, Y. D., & Tezer, E. (2008). Parenting styles and learned resourcefulness
of Turkish adolescents. Adolescence, 43(169), 143–152.
Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belonging-
ness, and engagement in school as contributors to adolescent psychologi-
cal well-being. Journal of Youth and Adolescence, 38(1), 1–12.
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects
of social support on three dimensions of school engagement from middle
to high school. Child Development, 83(3), 877–895.
Wentzel, K. R. (1997). Student motivation in middle school: The role of per-
ceived pedagogical caring. Journal of Educational Psychology, 86, 173–182.
White, S. W., & Kelly, F. D. (2010). The school counselor’s role in school drop-
out prevention. Journal of Counseling and Development: JCD, 88(2), 227.
284
