Page 44 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 44
mindfulness-based education programs on teacher and student well-be-
ing and classroom context. In R. W. Roeser (Chair), Systematic approaches
to mindfulness-based interventions for teachers and students: Early child-
hood and elementary school settings. Symposium presented at the annual
meeting of the American Educational Research Association, Chicago, IL.
Sklad, M., Diekstra, R., De Ritter, M., & Ben, J. (2012). Effectiveness of school-
based universal social, emotional, and behavioural programs: Do they
enhance students’ development in the area of skill, behaviour, and adjust-
ment? Psychology in the Schools, 49, 892–909.
Spilt, J. L., Helma M. Y. Koomen, & Thijs, J. T. (2011). Teacher wellbeing: The
importance of teacher-student relationships. Educational Psychology
Review, 23(4), 457–477.
Tidwell, R. (1988). Dropouts speak out: Qualitative data on early school depar-
tures. Adolescence, 23(92), 939–954.
Troop-Gordon, W., & Kuntz, K. J. (2013). The unique and interactive contribu-
tions of peer victimization and teacher-child relationships to children’s
school adjustment. Journal of Abnormal Child Psychology, 41(8), 1191.
Valiente C., Lemery-Chalfant K., Swanson J., & Reiser M. (2008). Prediction
of children’s academic competence from their effortful control, relation-
ships, and classroom participation. Journal of Educational Psychology, 100,
67–77.
Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers – the vi-
tal resource: The contribution of emotional intelligence to teacher effica-
cy and well-being. Canadian Journal of School Psychology, 28(1), 71–89.
Vidmar, M. & Kerman, K. (2016). The development of teacher’s relational com-
petence scale: Structural validity and reliability. Šolsko polje, 27(1–2),
41–62.
Vygotski, L. S. (1978). Mind and society: The development of higher psychologi-
cal processes. Cambridge: Harvard University Press.
Wahlgren, B., Mariager-Andersson, K., & Hovmand Sørensen, S. (2015). Socio-
pedagogical competence – better relationships. Voksenuddanelse, 112, 1–8.
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention
in schools: What does the evidence say? Health Promotion International,
26, i29–i69.
Yoon, J. S.(2002). Teacher characteristics as predictors of teacher-student re-
lationships: Stress, negative affect, and self-efficacy. Social Behavior and
Personality, 30(5), 485–493.
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.
44
ing and classroom context. In R. W. Roeser (Chair), Systematic approaches
to mindfulness-based interventions for teachers and students: Early child-
hood and elementary school settings. Symposium presented at the annual
meeting of the American Educational Research Association, Chicago, IL.
Sklad, M., Diekstra, R., De Ritter, M., & Ben, J. (2012). Effectiveness of school-
based universal social, emotional, and behavioural programs: Do they
enhance students’ development in the area of skill, behaviour, and adjust-
ment? Psychology in the Schools, 49, 892–909.
Spilt, J. L., Helma M. Y. Koomen, & Thijs, J. T. (2011). Teacher wellbeing: The
importance of teacher-student relationships. Educational Psychology
Review, 23(4), 457–477.
Tidwell, R. (1988). Dropouts speak out: Qualitative data on early school depar-
tures. Adolescence, 23(92), 939–954.
Troop-Gordon, W., & Kuntz, K. J. (2013). The unique and interactive contribu-
tions of peer victimization and teacher-child relationships to children’s
school adjustment. Journal of Abnormal Child Psychology, 41(8), 1191.
Valiente C., Lemery-Chalfant K., Swanson J., & Reiser M. (2008). Prediction
of children’s academic competence from their effortful control, relation-
ships, and classroom participation. Journal of Educational Psychology, 100,
67–77.
Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers – the vi-
tal resource: The contribution of emotional intelligence to teacher effica-
cy and well-being. Canadian Journal of School Psychology, 28(1), 71–89.
Vidmar, M. & Kerman, K. (2016). The development of teacher’s relational com-
petence scale: Structural validity and reliability. Šolsko polje, 27(1–2),
41–62.
Vygotski, L. S. (1978). Mind and society: The development of higher psychologi-
cal processes. Cambridge: Harvard University Press.
Wahlgren, B., Mariager-Andersson, K., & Hovmand Sørensen, S. (2015). Socio-
pedagogical competence – better relationships. Voksenuddanelse, 112, 1–8.
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention
in schools: What does the evidence say? Health Promotion International,
26, i29–i69.
Yoon, J. S.(2002). Teacher characteristics as predictors of teacher-student re-
lationships: Stress, negative affect, and self-efficacy. Social Behavior and
Personality, 30(5), 485–493.
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.
44
