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cus on Gender and School-Level Differences. V A. Kozina & N. Wiium (Eds),
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Pedagoškega inštituta.
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from international adaptations of the developmental assets profile. Child
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Straus, M., & Markelj, N. (2011). Doseganje temeljnih in najvišjih ravni pismeno-
sti slovenskih učenk in učencev v rezultatih raziskave PISA1. Sodobna Pe-
dagogika, 62(2), 158–198.
SURS. (2020). Education. Retrieved from: https://pxweb.stat.si/SiStat/sl/
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metoda
www.oecd.org/pisa/publications/PISA2018_CN_IDN.pdf
Parada, R. (2000). Adolescent Peer Relations Instrument: A theoretical and em-
pirical basis for the measurement of participant roles in bullying and vi-
ctimisation of adolescence: An interim test manual and a research mo-
nograph: A test manual. Penright South, DC, Australia: Publication Unit,
Self-concept Enhancement and Learning Facilitation (SELF) Research Cen-
tre, University of Western Sydney.
Pivec, T. (2021). Measuring Positive Youth Development in Slovenia with a Fo-
cus on Gender and School-Level Differences. V A. Kozina & N. Wiium (Eds),
Positive Youth Development in Contexts (pp.77–107). Digitalna knjižnica
Pedagoškega inštituta.
Scales, P. C. (2011). Youth developmental assets in global perspective: Results
from international adaptations of the developmental assets profile. Child
Indicators Research, 4(4), 619–645. https://doi.org/10.1007/s12187-011-9112-8
Straus, M., & Markelj, N. (2011). Doseganje temeljnih in najvišjih ravni pismeno-
sti slovenskih učenk in učencev v rezultatih raziskave PISA1. Sodobna Pe-
dagogika, 62(2), 158–198.
SURS. (2020). Education. Retrieved from: https://pxweb.stat.si/SiStat/sl/
Podrocja/Index/192/izobrazevanje.
metoda
