Page 91 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 91
local community support in students' self-concept development ...
motivational beliefs during elementary school. Journal of Youth and
Adolescence, 39, 1368–1386.
Tajfel, H. (1981). Human groups and social categories: Studies in social psycholo-
gy. New York: Cambridge University Press.
Trzesniewski, K., H., Donnelan, M. B., & Robins, R. W. (2003). Stability
of self-esteem across the life span. Journal of Personality and Social
Psychology, 84, 205–220.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A de-
velopmental perspective. Educational Psychology Review, 6, 49–78.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orienta-
tions, and interest: Definitions, development, and relationship to achieve-
ment outcomes. Developmental Review, 30(1), 1–35.
Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991).
Transitions during early adolescence: Changes in children’s domain-spe-
cific self-perceptions and general self-esteem across the transition to jun-
ior high school. Developmental Psychology, 27, 552–565.
Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of
extracurricular activity participation during adolescence on positive out-
comes. Journal of Adolescent Research, 18(6), 599–630.
Zimmerman, B. J. & Schunk, D. H. (2001). Self-regulated learning and aca-
demic achievement: Theoretical perspectives (2nd edition). Maheah, NJ:
Erlbaum.
91
motivational beliefs during elementary school. Journal of Youth and
Adolescence, 39, 1368–1386.
Tajfel, H. (1981). Human groups and social categories: Studies in social psycholo-
gy. New York: Cambridge University Press.
Trzesniewski, K., H., Donnelan, M. B., & Robins, R. W. (2003). Stability
of self-esteem across the life span. Journal of Personality and Social
Psychology, 84, 205–220.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A de-
velopmental perspective. Educational Psychology Review, 6, 49–78.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orienta-
tions, and interest: Definitions, development, and relationship to achieve-
ment outcomes. Developmental Review, 30(1), 1–35.
Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991).
Transitions during early adolescence: Changes in children’s domain-spe-
cific self-perceptions and general self-esteem across the transition to jun-
ior high school. Developmental Psychology, 27, 552–565.
Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of
extracurricular activity participation during adolescence on positive out-
comes. Journal of Adolescent Research, 18(6), 599–630.
Zimmerman, B. J. & Schunk, D. H. (2001). Self-regulated learning and aca-
demic achievement: Theoretical perspectives (2nd edition). Maheah, NJ:
Erlbaum.
91
