Page 183 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 183
non-for mal motivational focuses for potential ear ly school leavers
Maier, M. (2011). Validation of non-formal and informal learning. Journal for
Perspectives of Economic, Political, and Social Integration, 17, 1–2.
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s
behavior and emotion? Joint effects of perceived control and autonomy
in the academic domain. Journal of Personality and Social Psychology, 65,
781–791.
Pedretti, E. (2002). T. Kuhn meets T. Rex: Critical conversations and new di-
rections in science centres and science museums. Studies in Science
Education, 37, 1–42.
Piaget, J. (1971). Biology and knowledge. Edinburgh: Edinburgh Press.
Peguero, A. A., & Shaffer, K. A. (2015). Academic self-efficacy, dropping out,
and the significance of inequality. Sociological Spectrum, 35, 46–64.
Polidano, C., Tabasso, D., & Tseng, Y. P. (2015). A second chance at education
for early school leavers. Education Economics, 23, 358–375.
Reeve, J. (2002). Self-determination theory applied to educational settings. In
E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research
(pp. 183–203). Rochester, NY: University of Rochester Press.
Shahar, G., Henrich, C. C., Blatt, S. J., Ryan, R., & Little, T. D. (2003).
Interpersonal relatedness, self-definition, and their motivational ori-
entation during adolescence: A theoretical and empirical integration.
Developmental Psychology, 39, 470–483.
Shih, S. S. (2009). An examination of factors related to Taiwanese adolescents’
reports of avoidance strategies. The Journal of Educational Research, 102,
377–388.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotiva-
tional styles as predictors of behavior: A prospective study. Journal of
Personality, 60, 599–620.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and per-
sistence in a real-life setting: Toward a motivational model of high school
dropout. Journal of Personality and Social Psychology, 72, 1161–1176.
Vallerand, R. J., Fortier, M. S., Daoust, H., & Blais, M. R. (1995). A motiva-
tional analysis of school dropout. University of Montreal: Unpublished
manuscript.
Vygotsky, L. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
183
Maier, M. (2011). Validation of non-formal and informal learning. Journal for
Perspectives of Economic, Political, and Social Integration, 17, 1–2.
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s
behavior and emotion? Joint effects of perceived control and autonomy
in the academic domain. Journal of Personality and Social Psychology, 65,
781–791.
Pedretti, E. (2002). T. Kuhn meets T. Rex: Critical conversations and new di-
rections in science centres and science museums. Studies in Science
Education, 37, 1–42.
Piaget, J. (1971). Biology and knowledge. Edinburgh: Edinburgh Press.
Peguero, A. A., & Shaffer, K. A. (2015). Academic self-efficacy, dropping out,
and the significance of inequality. Sociological Spectrum, 35, 46–64.
Polidano, C., Tabasso, D., & Tseng, Y. P. (2015). A second chance at education
for early school leavers. Education Economics, 23, 358–375.
Reeve, J. (2002). Self-determination theory applied to educational settings. In
E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research
(pp. 183–203). Rochester, NY: University of Rochester Press.
Shahar, G., Henrich, C. C., Blatt, S. J., Ryan, R., & Little, T. D. (2003).
Interpersonal relatedness, self-definition, and their motivational ori-
entation during adolescence: A theoretical and empirical integration.
Developmental Psychology, 39, 470–483.
Shih, S. S. (2009). An examination of factors related to Taiwanese adolescents’
reports of avoidance strategies. The Journal of Educational Research, 102,
377–388.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotiva-
tional styles as predictors of behavior: A prospective study. Journal of
Personality, 60, 599–620.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and per-
sistence in a real-life setting: Toward a motivational model of high school
dropout. Journal of Personality and Social Psychology, 72, 1161–1176.
Vallerand, R. J., Fortier, M. S., Daoust, H., & Blais, M. R. (1995). A motiva-
tional analysis of school dropout. University of Montreal: Unpublished
manuscript.
Vygotsky, L. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
183
