Page 125 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 125
developing students’ emotional intelligence (ei) to help prevent esl
Clouder, C., Dahlin, B., Diekstra, R., Berrocal, P. F., Heys, B., Lantieri, L., &
Paschen, H. (2008). Social and emotional education: An international
analysis. Santander: Fundación Marcelino Botín. Retrieved 7 July 2010.
Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds
of emotions and social relationships. Cognition, Brain, Behavior, 11(1),
1–48.
Downey, L. A., Mountstephen, J., Lloyd, J., Hansen, K., & Stough, C. (2008).
Emotional intelligence and scholastic achievement in Australian adoles-
cents. Australian Journal of Psychology, 60(1), 10–17.
Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for ed-
ucators. Ascd.
Gagnon, C., Craig, W. M., Tremblay, R. E., Zhou, R. M., & Vitaro, F. (1995).
Kindergarten predictors of boys’ stable behavior problems at the end of
elementary school. Journal of Abnormal Child Psychology, 23(6), 751–766.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New
York: Basic Books.
Goleman, D. P. (1995). Emotional intelligence: Why it can matter more than IQ
for character, health and lifelong achievement. New York: Bantam Books.
Greenberg, M. T., Kusche, C. A., & Mihalic, S. F. (1998). Blueprints for violence
prevention: Book Ten: Promoting alternative thinking strategies. Boulder,
CO: Center for the Prevention of Violence.
Greenberg, M., Weissenberg, R., O’Brien, U., Zins, J., Fredericks, L., Resnik,
H., & Elias, M. (2003). Enhancing school-based prevention and youth de-
velopment through coordinated social, emotional, and academic learn-
ing, American Psychologist, 58(6/7), 466–474.
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N.,
Beland, K., ... & Rivara, F. P. (1997). Effectiveness of a violence prevention
curriculum among children in elementary school: A randomized con-
trolled trial. Jama, 277(20), 1605–1611.
Haapasalo, J., & Tremblay, R. E. (1994). Physically aggressive boys from ages
6 to 12: Family background, parenting behavior, and prediction of delin-
quency. Journal of Consulting and Clinical Psychology, 62(5), 1044.
Hedlund, J., & Sternberg, R. J. (2000). Too many intelligences? Integrating so-
cial, emotional, and practical intelligence in Bar-On, R. (Ed); Parker, J. D.
A. (Ed). (2000). The handbook of emotional intelligence: Theory, develop-
ment, assessment, and application at home, school, and in the workplace ,
(pp. 136-167). San Francisco, CA, USA: Jossey-Bass, xv, 528 pp.
125
Clouder, C., Dahlin, B., Diekstra, R., Berrocal, P. F., Heys, B., Lantieri, L., &
Paschen, H. (2008). Social and emotional education: An international
analysis. Santander: Fundación Marcelino Botín. Retrieved 7 July 2010.
Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds
of emotions and social relationships. Cognition, Brain, Behavior, 11(1),
1–48.
Downey, L. A., Mountstephen, J., Lloyd, J., Hansen, K., & Stough, C. (2008).
Emotional intelligence and scholastic achievement in Australian adoles-
cents. Australian Journal of Psychology, 60(1), 10–17.
Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for ed-
ucators. Ascd.
Gagnon, C., Craig, W. M., Tremblay, R. E., Zhou, R. M., & Vitaro, F. (1995).
Kindergarten predictors of boys’ stable behavior problems at the end of
elementary school. Journal of Abnormal Child Psychology, 23(6), 751–766.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New
York: Basic Books.
Goleman, D. P. (1995). Emotional intelligence: Why it can matter more than IQ
for character, health and lifelong achievement. New York: Bantam Books.
Greenberg, M. T., Kusche, C. A., & Mihalic, S. F. (1998). Blueprints for violence
prevention: Book Ten: Promoting alternative thinking strategies. Boulder,
CO: Center for the Prevention of Violence.
Greenberg, M., Weissenberg, R., O’Brien, U., Zins, J., Fredericks, L., Resnik,
H., & Elias, M. (2003). Enhancing school-based prevention and youth de-
velopment through coordinated social, emotional, and academic learn-
ing, American Psychologist, 58(6/7), 466–474.
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N.,
Beland, K., ... & Rivara, F. P. (1997). Effectiveness of a violence prevention
curriculum among children in elementary school: A randomized con-
trolled trial. Jama, 277(20), 1605–1611.
Haapasalo, J., & Tremblay, R. E. (1994). Physically aggressive boys from ages
6 to 12: Family background, parenting behavior, and prediction of delin-
quency. Journal of Consulting and Clinical Psychology, 62(5), 1044.
Hedlund, J., & Sternberg, R. J. (2000). Too many intelligences? Integrating so-
cial, emotional, and practical intelligence in Bar-On, R. (Ed); Parker, J. D.
A. (Ed). (2000). The handbook of emotional intelligence: Theory, develop-
ment, assessment, and application at home, school, and in the workplace ,
(pp. 136-167). San Francisco, CA, USA: Jossey-Bass, xv, 528 pp.
125
