Page 61 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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team members’ and teachers’ understanding of their own unpleasant emotions ...
MIZŠ (2011). 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of Education, Republic of Slovenia: Unpublished evaluation report.
MIZŠ (2012). 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of Education, Republic of Slovenia: Unpublished evaluation report.
MIZŠ (2013). 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of Education, Republic of Slovenia: Unpublished evaluation report.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination,
Cognition, and Personality, 9, 185–211.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal
effects of teachers’ behavior and student engagement across the school
year. Journal of Educational Psychology, 85, 571–581.
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their
approaches to teaching in higher education. Instructional Science 40(3),
607–621.
Wagner, D. A., Spratt, J. E., Gal, I., & Paris, S. G. (1989). Reading and believing:
Beliefs, attributions, and reading achievement in Moroccan schoolchil-
dren. Journal of Educational Psychology, 81(3), 283–293.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from
an attributional perspective. Educational Psychology Review, 12(1), 1–14.
Welbourne, T. M., Johnson, D. E., & Erez, A. (1998). The Role-Based
Performance Scale: Validity analysis of a theory-based measure. Academy
of Management Journal, 41, 540–555.
Wentzel, K. R. (1996). Social goals and social relationships as motivators of
school adjustment. In Juvonen, J., & Wentzel, K. R. (Eds.), Social mo-
tivation: Understanding children’s school adjustment, (pp. 226–247).
Cambridge University Press, New York.
Willig, A. C., Harnisch, D. L., Hill, K. T., & Maehr, M. L. (1983). Sociocultural
and educational correlates of success-failure attributions and evaluation
anxiety in the school setting for Black, Hispanic, and Anglo children.
American Educational Research Journal, 20(3), 385–410.
Wilson, D. B., Gottfredson, D. C., and Najaka, S. S. (2001). School-based pre-
vention of problem behaviors: A meta-analysis. Journal of Quantitative
Criminology 17(3) 247–272.
Wolff, S. B., Pescosolido, A. T., & Druskat, V. U. (2002). Emotional intelligence
as the basis of leadership emergence in self-managing teams. Leadership
Quarterly, 13, 505–522.
61
MIZŠ (2011). 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.
MIZŠ (2012). 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.
MIZŠ (2013). 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.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination,
Cognition, and Personality, 9, 185–211.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal
effects of teachers’ behavior and student engagement across the school
year. Journal of Educational Psychology, 85, 571–581.
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their
approaches to teaching in higher education. Instructional Science 40(3),
607–621.
Wagner, D. A., Spratt, J. E., Gal, I., & Paris, S. G. (1989). Reading and believing:
Beliefs, attributions, and reading achievement in Moroccan schoolchil-
dren. Journal of Educational Psychology, 81(3), 283–293.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from
an attributional perspective. Educational Psychology Review, 12(1), 1–14.
Welbourne, T. M., Johnson, D. E., & Erez, A. (1998). The Role-Based
Performance Scale: Validity analysis of a theory-based measure. Academy
of Management Journal, 41, 540–555.
Wentzel, K. R. (1996). Social goals and social relationships as motivators of
school adjustment. In Juvonen, J., & Wentzel, K. R. (Eds.), Social mo-
tivation: Understanding children’s school adjustment, (pp. 226–247).
Cambridge University Press, New York.
Willig, A. C., Harnisch, D. L., Hill, K. T., & Maehr, M. L. (1983). Sociocultural
and educational correlates of success-failure attributions and evaluation
anxiety in the school setting for Black, Hispanic, and Anglo children.
American Educational Research Journal, 20(3), 385–410.
Wilson, D. B., Gottfredson, D. C., and Najaka, S. S. (2001). School-based pre-
vention of problem behaviors: A meta-analysis. Journal of Quantitative
Criminology 17(3) 247–272.
Wolff, S. B., Pescosolido, A. T., & Druskat, V. U. (2002). Emotional intelligence
as the basis of leadership emergence in self-managing teams. Leadership
Quarterly, 13, 505–522.
61
