Page 156 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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aszewski, K. (2012). Resilience: Compensatory, Protective, and Promotive
Factors for Early Substance Use. 1st Annual Workshop: Lifespan
Development of Substance Abuse, Kiev, Ukraine, November, 14–17.
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck,
C. S. (2015). Mind-set interventions are a scalable treatment for academic
underachievement. Psychological Science, 26, 784–793.
Sacher, & Schoon (2007). Educational resilience in later life: Resources and as-
sets in adolescence and return to education after leaving school at age 16.
Social Science Research 36, 873–896.
Sandler, I., Ingram, A., Wolchik, S., Tein, J. Y., & Winslow, E. (2015). Long-
term effects of parenting focused preventive interventions to promote re-
silience of children and adolescents. Child Development Perspectives, 9(3),
164–171.
Schoon, I., 2006. Risk and resilience. Adaptations in changing times. Cambridge
University Press, Cambridge.
Sheridan, S. M., Sjuts, T. M., & Coutts, M. J. (2013). Understanding and pro-
moting the development of resilience in families. In S. Goldstein, & R. B.
Brooks (Eds.), Handbook of resilience in children (pp. 143–161). New York:
Springer.
Turner, M. Y., Thurston, D. A., Gaye, Z., & Gentry, L. (2008). The relation-
ship of risk, resilience, and dropout: Implications for urban youth living
in the south. Conference Proceedings, 646–672. Scarborough: National
Association of African American Studies.
Walsh, F. (2016). Family resilience: A developmental systems framework.
European Journal of Developmental Psychology, 13(3), 313–325.
Wenzel, K. R. (2009). Students’ relationship with teachers as motivational con-
texts. In K. R. Wenzel, & A. Wigfield, Handbook of motivation in school
(pp. 303–348). New York: Routledge.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004).
Building academic success on social and emotional learning: What does
the research say? New York: Teachers College Press.
156
Factors for Early Substance Use. 1st Annual Workshop: Lifespan
Development of Substance Abuse, Kiev, Ukraine, November, 14–17.
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck,
C. S. (2015). Mind-set interventions are a scalable treatment for academic
underachievement. Psychological Science, 26, 784–793.
Sacher, & Schoon (2007). Educational resilience in later life: Resources and as-
sets in adolescence and return to education after leaving school at age 16.
Social Science Research 36, 873–896.
Sandler, I., Ingram, A., Wolchik, S., Tein, J. Y., & Winslow, E. (2015). Long-
term effects of parenting focused preventive interventions to promote re-
silience of children and adolescents. Child Development Perspectives, 9(3),
164–171.
Schoon, I., 2006. Risk and resilience. Adaptations in changing times. Cambridge
University Press, Cambridge.
Sheridan, S. M., Sjuts, T. M., & Coutts, M. J. (2013). Understanding and pro-
moting the development of resilience in families. In S. Goldstein, & R. B.
Brooks (Eds.), Handbook of resilience in children (pp. 143–161). New York:
Springer.
Turner, M. Y., Thurston, D. A., Gaye, Z., & Gentry, L. (2008). The relation-
ship of risk, resilience, and dropout: Implications for urban youth living
in the south. Conference Proceedings, 646–672. Scarborough: National
Association of African American Studies.
Walsh, F. (2016). Family resilience: A developmental systems framework.
European Journal of Developmental Psychology, 13(3), 313–325.
Wenzel, K. R. (2009). Students’ relationship with teachers as motivational con-
texts. In K. R. Wenzel, & A. Wigfield, Handbook of motivation in school
(pp. 303–348). New York: Routledge.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004).
Building academic success on social and emotional learning: What does
the research say? New York: Teachers College Press.
156
