Page 107 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 107
social and emotional learning as a tool for preventing esl
Duckworth, A. S., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in
predicting academic performance of adolescents. Psychological Science,
16, 939–944.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., & Taylor,
R. D. (2011). The impact of enhancing students’ social and emotional
learning: A meta-analysis of school-based universal interventions. Child
Development, 1, 405–432.
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.
Elliot, S. N., Frey, J. R., & Davies, M. (2015). Systems for assessing and im-
proving students’ social skills to achieve academic competencies. In J.
A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.),
Handbook of social and emotional learning – research and practice (301–
320). New York: The Guilford Press.
Gresham, F. M., Bao Van, M., & Cook, C. R. (2006). Social skills training for
teaching replacement behaviors: Remediating acquisition deficits in at
risk students. Behavioral Disorders, 31(4), 363–377.
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development and
social and emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang
& H. J. Walberg (Eds.), Building academic success on social and emotion-
al learning: What does the research say? (pp. 135–150). New York: Teachers
College Press.
Humphrey, N. (2013). Social and emotional learning. London: Sage.
Jones, S. M., Brown, J. L., Hoglund, W. L. G., & Aber, J. L. (2010). A school-ran-
domized clinical trial of an integrated social-emotional learning and lit-
eracy intervention: impact after 1 school year. Journal of Consulting and
Clinical Psychology, 78(6), 829–842.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teach-
er support to student engagement and achievement. Journal of School
Health, 74, 262–273.
Kozina, A., Rožman, M., Vršnik Perše, T, & Rutar Leban, T. (2012). Napovedba
vrednost različnih ocen šolske klime za dosežke v raziskavah TIMSS.
Pedagoška obzorja, 27(1/2), 127–144.
Kozina, A. (2015). Anksioznost in agresivnost v šolah: dejavniki, trendi in smer-
nice za zmanjševanje. Ljubljana: Pedagoški inštitut.
107
Duckworth, A. S., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in
predicting academic performance of adolescents. Psychological Science,
16, 939–944.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., & Taylor,
R. D. (2011). The impact of enhancing students’ social and emotional
learning: A meta-analysis of school-based universal interventions. Child
Development, 1, 405–432.
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.
Elliot, S. N., Frey, J. R., & Davies, M. (2015). Systems for assessing and im-
proving students’ social skills to achieve academic competencies. In J.
A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.),
Handbook of social and emotional learning – research and practice (301–
320). New York: The Guilford Press.
Gresham, F. M., Bao Van, M., & Cook, C. R. (2006). Social skills training for
teaching replacement behaviors: Remediating acquisition deficits in at
risk students. Behavioral Disorders, 31(4), 363–377.
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development and
social and emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang
& H. J. Walberg (Eds.), Building academic success on social and emotion-
al learning: What does the research say? (pp. 135–150). New York: Teachers
College Press.
Humphrey, N. (2013). Social and emotional learning. London: Sage.
Jones, S. M., Brown, J. L., Hoglund, W. L. G., & Aber, J. L. (2010). A school-ran-
domized clinical trial of an integrated social-emotional learning and lit-
eracy intervention: impact after 1 school year. Journal of Consulting and
Clinical Psychology, 78(6), 829–842.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teach-
er support to student engagement and achievement. Journal of School
Health, 74, 262–273.
Kozina, A., Rožman, M., Vršnik Perše, T, & Rutar Leban, T. (2012). Napovedba
vrednost različnih ocen šolske klime za dosežke v raziskavah TIMSS.
Pedagoška obzorja, 27(1/2), 127–144.
Kozina, A. (2015). Anksioznost in agresivnost v šolah: dejavniki, trendi in smer-
nice za zmanjševanje. Ljubljana: Pedagoški inštitut.
107
