Page 59 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 59
team members’ and teachers’ understanding of their own unpleasant emotions ...
Frijda, N. H. (2001). The nature of pleasure. In Bargh, John A. & Apsley,
Deborah K. (Eds). Unraveling the complexities of social life: A festschrift in
honor of Robert B. Zajonc, (pp. 71–94). Washington, DC, USA: American
Psychological Association.
Glasgow, K. L., Dornbusch, S. M., Troyer, L., Steinberg, L., & Ritter, P. L. (1997).
Parenting styles, adolescents’ attributions, and educational outcomes in
nine heterogeneous high schools. Child Development, 68(3), 507–529.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ.
New York, NY: Bantam Books.
Graham, S. (1984). Communicating sympathy and anger to black and white
children: The cognitive (attributional) consequences of affective cues.
Journal of Personality and Social Psychology, 47, 40–54.
Graham, S. (1990). Communicating low ability in the classroom: Bad things
good teachers sometimes do. In Graham, S., & Folker, V. S. (Eds.),
Attribution theory: Applications to achievement, mental health, and inter-
personal conflict (pp. 17–52), Erlbaum, Hillsdale, NJ.
Gross, J. J. (1998). The emerging field of emotion regulation: An integra-
tive review. Review of General Psychology, 2, 271–299. http://dx.doi
.org/10.1037/1089-2680.2.3.271
Isen, A. M. (1993). Positive affect and decision making. In Lewis, M., &
Haviland, J. M. (Eds.), Handbook of emotions (pp. 261–277). Guilford
Press, New York.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher
social and emotional competence in relation to student and classroom
outcomes. Review of Educational Research, 79, 491–525.
Jordan, P. J., Ashkanasy, N. M., Hartel, C. E. J., & Hooper, G. S. (2002).
Workgroup emotional intelligence: Scale development and relationship to
team process effectiveness and goal focus. Human Resource Management
Review, 12, 195–214.
Jordan, P. J., & Troth, A. C. (2004). Managing emotions during team prob-
lem solving: Emotional intelligence and conflict resolution. Human
Performance, 17, 195–218.
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integra-
tive meta-analysis and cascading model. Journal of Applied Psychology,
95, 54–78.
Kounin, J. S. (1977). Discipline and group management in classrooms. Kreiger
Publishing, Huntington, NY.
59
Frijda, N. H. (2001). The nature of pleasure. In Bargh, John A. & Apsley,
Deborah K. (Eds). Unraveling the complexities of social life: A festschrift in
honor of Robert B. Zajonc, (pp. 71–94). Washington, DC, USA: American
Psychological Association.
Glasgow, K. L., Dornbusch, S. M., Troyer, L., Steinberg, L., & Ritter, P. L. (1997).
Parenting styles, adolescents’ attributions, and educational outcomes in
nine heterogeneous high schools. Child Development, 68(3), 507–529.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ.
New York, NY: Bantam Books.
Graham, S. (1984). Communicating sympathy and anger to black and white
children: The cognitive (attributional) consequences of affective cues.
Journal of Personality and Social Psychology, 47, 40–54.
Graham, S. (1990). Communicating low ability in the classroom: Bad things
good teachers sometimes do. In Graham, S., & Folker, V. S. (Eds.),
Attribution theory: Applications to achievement, mental health, and inter-
personal conflict (pp. 17–52), Erlbaum, Hillsdale, NJ.
Gross, J. J. (1998). The emerging field of emotion regulation: An integra-
tive review. Review of General Psychology, 2, 271–299. http://dx.doi
.org/10.1037/1089-2680.2.3.271
Isen, A. M. (1993). Positive affect and decision making. In Lewis, M., &
Haviland, J. M. (Eds.), Handbook of emotions (pp. 261–277). Guilford
Press, New York.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher
social and emotional competence in relation to student and classroom
outcomes. Review of Educational Research, 79, 491–525.
Jordan, P. J., Ashkanasy, N. M., Hartel, C. E. J., & Hooper, G. S. (2002).
Workgroup emotional intelligence: Scale development and relationship to
team process effectiveness and goal focus. Human Resource Management
Review, 12, 195–214.
Jordan, P. J., & Troth, A. C. (2004). Managing emotions during team prob-
lem solving: Emotional intelligence and conflict resolution. Human
Performance, 17, 195–218.
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integra-
tive meta-analysis and cascading model. Journal of Applied Psychology,
95, 54–78.
Kounin, J. S. (1977). Discipline and group management in classrooms. Kreiger
Publishing, Huntington, NY.
59
