Page 131 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
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dejavniki kultur ne participacije in njen pomen za šolsko uspešnost mladih v sloveniji
Willekens, Mart in John Lievens. “Family (and) culture: The effect of cultural
capital within the family on the cultural participation of adolescents.” Po-
etics 42, (2014): 98–113.
Willekens, Mart, Stijn Daenekindt in John Lievens. “Whose education matters
more? Mothers’ and fathers’ education and the cultural participation of
adolescents.” Cultural Sociology 8, št. 3 (2014): 291–309.
Winner, Ellen, Thalia R. Goldstein in Stéphan Vincent-Lancrin. Art for Art’s
Sake? The Impact of Arts Education. Paris: OECD Publishing, 2013.
Yousefi, Fayegh, Ma’rof Redzuan, Mariani Bte, Rumaya Bte Juhari in Man-
sor Abu Talib. “The effects of family income on test-anxiety and acade-
mic achievement among Iranian high school students.” Asian Social Sci-
ence 6, št. 6 (2010): 89.
Zettergren, Peter. “School adjustment in adolescence for previously rejected,
average and popular children.” British Journal of Educational Psychology
73, št. 2 (2003): 207–221.
131
Willekens, Mart in John Lievens. “Family (and) culture: The effect of cultural
capital within the family on the cultural participation of adolescents.” Po-
etics 42, (2014): 98–113.
Willekens, Mart, Stijn Daenekindt in John Lievens. “Whose education matters
more? Mothers’ and fathers’ education and the cultural participation of
adolescents.” Cultural Sociology 8, št. 3 (2014): 291–309.
Winner, Ellen, Thalia R. Goldstein in Stéphan Vincent-Lancrin. Art for Art’s
Sake? The Impact of Arts Education. Paris: OECD Publishing, 2013.
Yousefi, Fayegh, Ma’rof Redzuan, Mariani Bte, Rumaya Bte Juhari in Man-
sor Abu Talib. “The effects of family income on test-anxiety and acade-
mic achievement among Iranian high school students.” Asian Social Sci-
ence 6, št. 6 (2010): 89.
Zettergren, Peter. “School adjustment in adolescence for previously rejected,
average and popular children.” British Journal of Educational Psychology
73, št. 2 (2003): 207–221.
131
