Page 181 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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non-for mal motivational focuses for potential ear ly school leavers
References
AEGEE (2007). NFE book: The impact of non-formal education on young people
and society. Brussels: AEGEE Europe. Retrieved from https://www.aegee.
org/wp-content/uploads/publications/NFE_book.pdf
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-ef-
ficacy, motivation, academic achievement, and intention to drop out of
high school: A longitudinal study. The Journal of Educational Research,
104, 241–252.
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly con-
trolling teacher behaviors as predictors of poor motivation and engage-
ment in girls and boys: The role of anger and anxiety. Learning and
Instruction, 15, 397–413.
Babajeva, L. (2011). Adult’s personal development in non-formal education.
Paper presented at the ECER Conference. Retrieved from http://www.ee-
ra-ecer.de/ecer-programmes/conference/5/contribution/20166/
Big Picture Education Australia. (2014). Retrieved from http://www.bigpic-
ture.org.au/about-us/big-picture-education-australia
Bills, A., Cook, J., & Giles, D. (2015). Negotiating second chance schooling in
neoliberal times: Teacher work for schooling justice. New Zealand Journal
of Teacher’ Work, 12, 78–95.
Black, D., Polidano, C., & Tseng, Y. P. (2012). The re-engagement in education
of early school leavers. Economic Papers, 31, 202–215.
Broda, H. W. (2007). Schoolyard-Enhanced Learning. Using the Outdoors as an
Instructional Tool. Portland: Stenhouse Publishers.
Caprara, G., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G., Barbaranelli,
C., &
Bandura, A. (2008). Longitudinal analysis of the role of perceived self-effica-
cy for self-regulated learning in academic continuance and achievement.
Journal of Educational Psychology 100, 525–534.
Cedefop. (2008). Validation of non-formal and informal learning in Europe.
A snapshot 2007. Luxembourg: Office for Official Publications of the
European Communities.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to the self: Integration
in personality. In R. Dienstber (Ed.), Nebraska symposium on motivation:
Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln, NE: University
of Nebraska Press.
181
References
AEGEE (2007). NFE book: The impact of non-formal education on young people
and society. Brussels: AEGEE Europe. Retrieved from https://www.aegee.
org/wp-content/uploads/publications/NFE_book.pdf
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-ef-
ficacy, motivation, academic achievement, and intention to drop out of
high school: A longitudinal study. The Journal of Educational Research,
104, 241–252.
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly con-
trolling teacher behaviors as predictors of poor motivation and engage-
ment in girls and boys: The role of anger and anxiety. Learning and
Instruction, 15, 397–413.
Babajeva, L. (2011). Adult’s personal development in non-formal education.
Paper presented at the ECER Conference. Retrieved from http://www.ee-
ra-ecer.de/ecer-programmes/conference/5/contribution/20166/
Big Picture Education Australia. (2014). Retrieved from http://www.bigpic-
ture.org.au/about-us/big-picture-education-australia
Bills, A., Cook, J., & Giles, D. (2015). Negotiating second chance schooling in
neoliberal times: Teacher work for schooling justice. New Zealand Journal
of Teacher’ Work, 12, 78–95.
Black, D., Polidano, C., & Tseng, Y. P. (2012). The re-engagement in education
of early school leavers. Economic Papers, 31, 202–215.
Broda, H. W. (2007). Schoolyard-Enhanced Learning. Using the Outdoors as an
Instructional Tool. Portland: Stenhouse Publishers.
Caprara, G., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G., Barbaranelli,
C., &
Bandura, A. (2008). Longitudinal analysis of the role of perceived self-effica-
cy for self-regulated learning in academic continuance and achievement.
Journal of Educational Psychology 100, 525–534.
Cedefop. (2008). Validation of non-formal and informal learning in Europe.
A snapshot 2007. Luxembourg: Office for Official Publications of the
European Communities.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to the self: Integration
in personality. In R. Dienstber (Ed.), Nebraska symposium on motivation:
Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln, NE: University
of Nebraska Press.
181
