Page 599 - Kozina, Ana, Tina Pivec, Ana Mlekuž, Urška Štremfel, Janja Žmavc, Katja Košir, Ajda Mlakar, Martina Zakšek. 2022. Pozitivni razvoj mladih v Sloveniji: razvojne poti v kontekstu migracij. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Documenta 22.
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tnic_kov, saj so bile šole dolgo zaprte, prav tako pa so bili v šolah tudi po 599
odprtju ukrepi za preprečevanje širjenja epidemije bolj rigorozni in bolj nadzo-
rovani kot v drugih kontekstih (npr. v delovnih organizacijah). Upad nekaterih
mer, ki odražajo socialno zavedanje mladostnic_kov – empatična skrb, zavze-
manje perspektive in pripadnost šoli – tako zelo verjetno odraža tudi družbeni
odnos do mladostnic_kov v času epidemije in kaže, da bi bilo treba okrepiti
prizadevanja za krepitev skupnostnih kontekstov, ki predstavljajo pomemben
varovalni dejavnik pozitivnega razvoja mladih.
Literatura
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent
Latino ELLs: A study of the culturally adapted Strong Teens program. Scho-
ol Psychology Quarterly, 29, 567–577. doi: 10.1037/spq0000055
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C.
in Mac Iver, D. (1993). Development during adolescence: The impact of sta-
ge-environment fit on young adolescents‘ experiences in schools and in
families. American Psychologist, 48, 90–101. doi: 10.1037/0003-066X.48.2.90
Gutman, L. M. in Midgley, C. (2000). The role of protective factors in suppor-
ting the academic achievement of poor African American students during
the middle school transition. Journal of Youth and Adolescence, 29, 223–249.
doi: 10.1023/A:1005108700243
Pintrich, P. R. in Schunk, D. H. (2002). Motivation in education: Theory. Resear-
ch, and Applications (second edition). Columbus, Ohio: Merrill Prentice Hall.
Wentzel, K. R. (2009). Student relationships with teachers as motivational con-
text. V K. R. Wentzel and A. Wigfiled (ur.), Handbook of motivation at school
(str. 301–323). New York: Routhledge. doi: 10.4324/9780203879498
Wigfield, A. in Eccles, J. S. (1994). Children‘s competence beliefs, achie-
vement values, and general self-esteem: Change across elementa-
ry and middle school. The Journal of Early Adolescence, 14, 107–138. doi:
10.1177/027243169401400203
kontekst prehoda
odprtju ukrepi za preprečevanje širjenja epidemije bolj rigorozni in bolj nadzo-
rovani kot v drugih kontekstih (npr. v delovnih organizacijah). Upad nekaterih
mer, ki odražajo socialno zavedanje mladostnic_kov – empatična skrb, zavze-
manje perspektive in pripadnost šoli – tako zelo verjetno odraža tudi družbeni
odnos do mladostnic_kov v času epidemije in kaže, da bi bilo treba okrepiti
prizadevanja za krepitev skupnostnih kontekstov, ki predstavljajo pomemben
varovalni dejavnik pozitivnega razvoja mladih.
Literatura
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent
Latino ELLs: A study of the culturally adapted Strong Teens program. Scho-
ol Psychology Quarterly, 29, 567–577. doi: 10.1037/spq0000055
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C.
in Mac Iver, D. (1993). Development during adolescence: The impact of sta-
ge-environment fit on young adolescents‘ experiences in schools and in
families. American Psychologist, 48, 90–101. doi: 10.1037/0003-066X.48.2.90
Gutman, L. M. in Midgley, C. (2000). The role of protective factors in suppor-
ting the academic achievement of poor African American students during
the middle school transition. Journal of Youth and Adolescence, 29, 223–249.
doi: 10.1023/A:1005108700243
Pintrich, P. R. in Schunk, D. H. (2002). Motivation in education: Theory. Resear-
ch, and Applications (second edition). Columbus, Ohio: Merrill Prentice Hall.
Wentzel, K. R. (2009). Student relationships with teachers as motivational con-
text. V K. R. Wentzel and A. Wigfiled (ur.), Handbook of motivation at school
(str. 301–323). New York: Routhledge. doi: 10.4324/9780203879498
Wigfield, A. in Eccles, J. S. (1994). Children‘s competence beliefs, achie-
vement values, and general self-esteem: Change across elementa-
ry and middle school. The Journal of Early Adolescence, 14, 107–138. doi:
10.1177/027243169401400203
kontekst prehoda
