Page 60 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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, W., & Lanthier, R. (2003). Changes in students’ academic performance
and perceptions of school and self before dropping out of schools. Journal
of Education for Students Placed at Risk, 8(3), 309–332.
Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of
emotion. American Psychologist, 46(8), 819–834.
LeDoux, J. (1996). The emotional brain. Simon & Schuster, New York.
Lewis, R. (2001). Classroom discipline and student responsibility: The stu-
dents’ view. Teaching and Teacher Education, 17, 307–319.
Lopes, P. N., Cote, S., Grewal, D., Kadis, J., Gall, M., & Salovey, P. (2006).
Emotional intelligence and positive work outcomes. Psichothema, 18,
132–138.
Matsumoto, D., LeRoux, J. A., Bernhard, R., & Gary, H. (2004). Unraveling
the psychological correlates of intercultural adjustment potential.
International Journal of Intercultural Relations, 28, 281–309.
Milivojević, Z. (2008). Emocije – razumevanje čustev v psihoterapiji [Emotions
– understanding emotions in psychotherapy.] Belgrade: Psihopolis.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value
theory of achievement emotions: An integrative approach to emotion in
education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp.
13–36). San Diego: Academic Press.
Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Norby, C. J. (2002).
Investigating teacher-student interactions that foster self-regulated learn-
ing. Educational Psychology, 37, 5–15.
Planalp, S. (1999). Communicating emotion: Social, moral, and cultural process-
es. Cambridge University Press.
Quoidbach, J., Gross, J. J., & Mikolajczak, M. (2015). Positive interventions: An
emotion regulation perspective. Psychological Bulletin, 141(3), 655–693.
Ragozzino, K., Resnik, H., Utne-O Brien, M., & Weissberg, R. P. (2003).
Promoting academic achievement through social and emotional learn-
ing. Educational Horizons, 81, 169–171.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence
of affective teacher–student relationships on students’ school engage-
ment and achievement: A meta-analytic approach. Review of Educational
Research, 81, 493–529.
MIZŠ (2010). Evaluation report of teacher training ‘Emotional intelligence: un-
derstanding emotions through CER model’ by Tina Rutar Leban. Ministry
of Education, Republic of Slovenia: Unpublished evaluation report.
60
and perceptions of school and self before dropping out of schools. Journal
of Education for Students Placed at Risk, 8(3), 309–332.
Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of
emotion. American Psychologist, 46(8), 819–834.
LeDoux, J. (1996). The emotional brain. Simon & Schuster, New York.
Lewis, R. (2001). Classroom discipline and student responsibility: The stu-
dents’ view. Teaching and Teacher Education, 17, 307–319.
Lopes, P. N., Cote, S., Grewal, D., Kadis, J., Gall, M., & Salovey, P. (2006).
Emotional intelligence and positive work outcomes. Psichothema, 18,
132–138.
Matsumoto, D., LeRoux, J. A., Bernhard, R., & Gary, H. (2004). Unraveling
the psychological correlates of intercultural adjustment potential.
International Journal of Intercultural Relations, 28, 281–309.
Milivojević, Z. (2008). Emocije – razumevanje čustev v psihoterapiji [Emotions
– understanding emotions in psychotherapy.] Belgrade: Psihopolis.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value
theory of achievement emotions: An integrative approach to emotion in
education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp.
13–36). San Diego: Academic Press.
Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Norby, C. J. (2002).
Investigating teacher-student interactions that foster self-regulated learn-
ing. Educational Psychology, 37, 5–15.
Planalp, S. (1999). Communicating emotion: Social, moral, and cultural process-
es. Cambridge University Press.
Quoidbach, J., Gross, J. J., & Mikolajczak, M. (2015). Positive interventions: An
emotion regulation perspective. Psychological Bulletin, 141(3), 655–693.
Ragozzino, K., Resnik, H., Utne-O Brien, M., & Weissberg, R. P. (2003).
Promoting academic achievement through social and emotional learn-
ing. Educational Horizons, 81, 169–171.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence
of affective teacher–student relationships on students’ school engage-
ment and achievement: A meta-analytic approach. Review of Educational
Research, 81, 493–529.
MIZŠ (2010). Evaluation report of teacher training ‘Emotional intelligence: un-
derstanding emotions through CER model’ by Tina Rutar Leban. Ministry
of Education, Republic of Slovenia: Unpublished evaluation report.
60
