Page 106 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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little extra that makes a big difference. In J. L. Epstein et al., School, family
and community partnership (pp. 31–40). London: Corwin Press.
Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need-satisfaction, and lon-
gitudinal wellbeing: The self-concordance model. Journal of Personality
and Social Psychology, 76, 482–497.
Schargel, F. P., & Smink, J. (2004). Helping students graduate: A strategic ap-
proach to dropout prevention. Larchmont, NY: Eye on Education.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal
effects of teacher behavior and student engagement across the school year.
Journal of Educational Psychology, 85(4), 571–581.
Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What
makes lessons interesting? The role of situational and individual factors
in three school subjects. Journal of Educational Psychology, 100, 460–472.
Valleard, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persis-
tence in a real life setting: Toward a motivational model of high school
dropout. Journal of Personality and Social Psychology, 72 (5), 1162–1176.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotiva-
tional styles as predictors of behavior: A prospective study. Journal of
Personality, 60, 599–620.
Wang, J. C. K., Ng, B., Liu, W. C., & Ryan, R. M. (2015). Can being autono-
my-supportive in teaching improve students’ self-regulation and perfor-
mance? In W. C. Liu, J. C. K. Wang & R. M. Ryan (Eds.), Building auton-
omous learners (pp. 227–243). New York: Springer.
106
little extra that makes a big difference. In J. L. Epstein et al., School, family
and community partnership (pp. 31–40). London: Corwin Press.
Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need-satisfaction, and lon-
gitudinal wellbeing: The self-concordance model. Journal of Personality
and Social Psychology, 76, 482–497.
Schargel, F. P., & Smink, J. (2004). Helping students graduate: A strategic ap-
proach to dropout prevention. Larchmont, NY: Eye on Education.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal
effects of teacher behavior and student engagement across the school year.
Journal of Educational Psychology, 85(4), 571–581.
Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What
makes lessons interesting? The role of situational and individual factors
in three school subjects. Journal of Educational Psychology, 100, 460–472.
Valleard, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persis-
tence in a real life setting: Toward a motivational model of high school
dropout. Journal of Personality and Social Psychology, 72 (5), 1162–1176.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotiva-
tional styles as predictors of behavior: A prospective study. Journal of
Personality, 60, 599–620.
Wang, J. C. K., Ng, B., Liu, W. C., & Ryan, R. M. (2015). Can being autono-
my-supportive in teaching improve students’ self-regulation and perfor-
mance? In W. C. Liu, J. C. K. Wang & R. M. Ryan (Eds.), Building auton-
omous learners (pp. 227–243). New York: Springer.
106
