Page 106 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 106
References
Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theo-
ry of positive affect and its influence on cognition. Psychological Review,
106, 529–550.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E.,
McManon, R.J., & Pinderhughes, E. (2010). The effects of multiyear uni-
versal social emotional learning program: The role of student and school
characteristics. Journal of Consulting Clinical Psychology, 78(2), 156–168.
Blum, R. W., & Libbey, H. P. (2004). School connectedness – strengthening
health and education outcomes for teenagers. Journal of School Health,
74, 229–299.
Boxer, P., Edwards-Leeper, L., Goldstein, S. E., Musher-Eizenman, D., &
Dubow, E. F. (2003). Exposure to “low-level” aggression in school:
Associations with aggressive behaviour, future expectations, and per-
ceived safety. Violence and Victims, 18(6), 691–704.
Brown, K. M., Anfara, V. A., & Roney, K. (2004). Student achievement in high
performing, suburban middle schools and low performing urban middle
schools – plausible explanations for the differences. Education and Urban
Society, 36(4), 428–456.
Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P.
G. (2000). Prosocial foundations of childrens’ academic achievement.
Psychological Science, 11(4), 302–306.
Caprara G. V., Fida, R., Vecchione, M., Del Bove, G., Veccio, G. M., &
Barbaranelli, C. (2008). Longitudinal analyses of the role of perceived
self-efficacy for self-regulated learning in academic continuance and
achievement. Journal of Educational Psychology, 100(3), 525–534.
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent
Latino ELLs: A study of the culturally adapted Strong Teens program.
School Psychology Quarterly, 29(4), 567–577.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J.
D. (2002). Positive youth development in the United States: Research find-
ings on evaluations of positive youth development programs. Prevention
& Treatment, 5, Article 15.
Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., & Crews, S. D. (2008).
Social skills training for secondary students with emotional and/or be-
havioural disorders. Journal of Emotional and Behavioural Disorders,
6(3), 131–144.
106
Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theo-
ry of positive affect and its influence on cognition. Psychological Review,
106, 529–550.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E.,
McManon, R.J., & Pinderhughes, E. (2010). The effects of multiyear uni-
versal social emotional learning program: The role of student and school
characteristics. Journal of Consulting Clinical Psychology, 78(2), 156–168.
Blum, R. W., & Libbey, H. P. (2004). School connectedness – strengthening
health and education outcomes for teenagers. Journal of School Health,
74, 229–299.
Boxer, P., Edwards-Leeper, L., Goldstein, S. E., Musher-Eizenman, D., &
Dubow, E. F. (2003). Exposure to “low-level” aggression in school:
Associations with aggressive behaviour, future expectations, and per-
ceived safety. Violence and Victims, 18(6), 691–704.
Brown, K. M., Anfara, V. A., & Roney, K. (2004). Student achievement in high
performing, suburban middle schools and low performing urban middle
schools – plausible explanations for the differences. Education and Urban
Society, 36(4), 428–456.
Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P.
G. (2000). Prosocial foundations of childrens’ academic achievement.
Psychological Science, 11(4), 302–306.
Caprara G. V., Fida, R., Vecchione, M., Del Bove, G., Veccio, G. M., &
Barbaranelli, C. (2008). Longitudinal analyses of the role of perceived
self-efficacy for self-regulated learning in academic continuance and
achievement. Journal of Educational Psychology, 100(3), 525–534.
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent
Latino ELLs: A study of the culturally adapted Strong Teens program.
School Psychology Quarterly, 29(4), 567–577.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J.
D. (2002). Positive youth development in the United States: Research find-
ings on evaluations of positive youth development programs. Prevention
& Treatment, 5, Article 15.
Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., & Crews, S. D. (2008).
Social skills training for secondary students with emotional and/or be-
havioural disorders. Journal of Emotional and Behavioural Disorders,
6(3), 131–144.
106
