Page 104 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 104
ware, C. & Deci, E. L. (1984). Quality of learning with an active versus pas-
sive active set. American Educational Research Journal, 21, 755–765.
Ellias, M. J., & Haynes, N. M. (2008). Social competence, social support, and
academic achievement in minority, low income, urban, elementary school
children. School Psychology Quarterly, 23(4), 474–495.
Emery, A. A., Toste, J. R., & Heath, N. L. (2015). The balance of intrinsic need
satisfaction across contexts as a predictor of depressive symptoms in chil-
dren and adolescents. Motivation and Emotion, 39, 753–765.
Epstein, J. L, Sanders, M. G., Sheldon, S. B., Simon, B. S., Clark Salinas, K.,
Rodrigey Jansorn, N., Van Voorhis, F. L., Martin, C. S., Thomas, B. G.,
Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2009). School, family
and community partnership. London: Corwin Press.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation
and school performance: Toward a structural model. Contemporary
Educational Psychology, 20, 257–274.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research.
Rochester: The University of Rochester Press.
Drew, S. (2004). The power of school-community collaboration in dropout
prevention. In F. P. Schargel & J. Smink (Eds.), Helping students gradu-
ate: A strategic approach to dropout prevention (pp. 65–77). Larchmont,
NY: Eye on Education.
Hardre, P. L. & Reeve, J. (2003). A motivational model of rural students’ inten-
tions to persist in, versus drop out of, high school. Journal of Educational
Psychology, 95(2), 347–356.
Grolnick, W. S. & Ryan, R. M. (1987). Autonomy in children’s learning: An ex-
perimental and individual difference investigation. Journal of Personality
and Social Psychology, 5, 890–898.
Guay, F., & Vallerrand, V. J. (1997). Social context, students motivation and
academic achievement: Toward a process model. Social Psychology of
Education, 1, 211–233.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activ-
ities: It’s not autonomy support or structure, but autonomy support and
structure. Journal of Educational Psychology, 102, 588–600.
Kage, M. & Namiki, H. (1990).The effects of evaluation structure on chil-
dren’s intrinsic motivation and learning. Japanese Journal of Educational
Psychology, 38, 36–45.
104
sive active set. American Educational Research Journal, 21, 755–765.
Ellias, M. J., & Haynes, N. M. (2008). Social competence, social support, and
academic achievement in minority, low income, urban, elementary school
children. School Psychology Quarterly, 23(4), 474–495.
Emery, A. A., Toste, J. R., & Heath, N. L. (2015). The balance of intrinsic need
satisfaction across contexts as a predictor of depressive symptoms in chil-
dren and adolescents. Motivation and Emotion, 39, 753–765.
Epstein, J. L, Sanders, M. G., Sheldon, S. B., Simon, B. S., Clark Salinas, K.,
Rodrigey Jansorn, N., Van Voorhis, F. L., Martin, C. S., Thomas, B. G.,
Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2009). School, family
and community partnership. London: Corwin Press.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation
and school performance: Toward a structural model. Contemporary
Educational Psychology, 20, 257–274.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research.
Rochester: The University of Rochester Press.
Drew, S. (2004). The power of school-community collaboration in dropout
prevention. In F. P. Schargel & J. Smink (Eds.), Helping students gradu-
ate: A strategic approach to dropout prevention (pp. 65–77). Larchmont,
NY: Eye on Education.
Hardre, P. L. & Reeve, J. (2003). A motivational model of rural students’ inten-
tions to persist in, versus drop out of, high school. Journal of Educational
Psychology, 95(2), 347–356.
Grolnick, W. S. & Ryan, R. M. (1987). Autonomy in children’s learning: An ex-
perimental and individual difference investigation. Journal of Personality
and Social Psychology, 5, 890–898.
Guay, F., & Vallerrand, V. J. (1997). Social context, students motivation and
academic achievement: Toward a process model. Social Psychology of
Education, 1, 211–233.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activ-
ities: It’s not autonomy support or structure, but autonomy support and
structure. Journal of Educational Psychology, 102, 588–600.
Kage, M. & Namiki, H. (1990).The effects of evaluation structure on chil-
dren’s intrinsic motivation and learning. Japanese Journal of Educational
Psychology, 38, 36–45.
104
