Page 148 - Klaudija Šterman Ivančič, Urška Štremfel, Igor Peras in Barbara Japelj Pavešić • Občutek pripadnosti šoli, dobrobit in učna uspešnost učencev in učenk: vpogledi mednarodnih raziskav znanja. Ljubljana: Pedagoški inštitut, 2023
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občutek pripadnosti šoli, dobrobit in učna uspešnost učencev in učenk
ces. Journal of School Psychology, 53(6), 493–507. Https://doi.org/10.1016/j.
jsp.2015.08.001.
Huyge, E., Van Maele, D., in Van Houtte, M. (2015). Does students’ machismo
fit in school? Clarifying the implications of traditional gender role ideo-
logy for school belonging. Gender and Education, 27(1), 1–18. Https://doi.
org/10.1080/09540253.2014.972921.
Japelj Pavešić, B. (2019). Ali je šolsko nasilje med slovenskimi učenci povezano
z učenjem? Šolsko polje, 30(3-4), str. 89–111.
Jenkinson, K., Naughton, G., in Benson, A. (2018). A Stealth Intervention: The
GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys!
Lead! Activate! Succeed Together!) School Connectedness, Peer Leader-
ship and Physical Activity Transition Program. Australian Journal of Tea-
cher Education, 43(1), 42–65. Https://doi.org/10.14221/ajte.2018v43n1.3.
Johnson, R. M., Strayhorn, T. L., in Parler, B. (2020). “I just want to be a regu-
lar kid:” A qualitative study of sense of belonging among high school yo-
uth in foster care. Children and Youth Services Review, 111, 104832. Https://
doi.org/10.1016/j.childyouth.2020.104832.
Johnson, V. L., Holt, L. J., Bry, B. H., in Powell, S. R. (2008). Effects of an In-
tegrated Prevention Program on Urban Youth Transitioning into High
School. Journal of Applied School Psychology, 24(2), 225–246. Https://doi.
org/10.1080/15377900802089999.
Jose, P. E., Ryan, N., in Pryor, J. (2012). Does Social Connectedness Promo-
te a Greater Sense of Well-Being in Adolescence Over Time? Journal of
Research on Adolescence, 22(2), 235–251. Https://doi.org/10.1111/j.1532-
7795.2012.00783.x.
Karcher, M. J. (2005). The effects of developmental mentoring and high scho-
ol mentors’ attendance on their younger mentees’ self-esteem, social skil-
ls, and connectedness. Psychology in the Schools, 42(1), 65–77. Https://doi.
org/10.1002/pits.20025.
Kashy-Rosenbaum, G., in Aizenkot, D. (2020). Exposure to cyberbullying in
WhatsApp classmates‘ groups and classroom climate as predictors of
students‘ sense of belonging: A multi-level analysis of elementary, mid-
dle and high schools. Children and Youth Services Review, 108, 104614.
Https://doi.org/10.1016/j.childyouth.2019.104614.
Kelly, A. B., O’Flaherty, M., Toumbourou, J. W., Homel, R., Patton, G. C.,
White, A., in Williams, J. (2012). The Influence of Families on Early Ado-
lescent School Connectedness: Evidence That This Association Varies
with Adolescent Involvement in Peer Drinking Networks. Journal of Ab-
148
ces. Journal of School Psychology, 53(6), 493–507. Https://doi.org/10.1016/j.
jsp.2015.08.001.
Huyge, E., Van Maele, D., in Van Houtte, M. (2015). Does students’ machismo
fit in school? Clarifying the implications of traditional gender role ideo-
logy for school belonging. Gender and Education, 27(1), 1–18. Https://doi.
org/10.1080/09540253.2014.972921.
Japelj Pavešić, B. (2019). Ali je šolsko nasilje med slovenskimi učenci povezano
z učenjem? Šolsko polje, 30(3-4), str. 89–111.
Jenkinson, K., Naughton, G., in Benson, A. (2018). A Stealth Intervention: The
GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys!
Lead! Activate! Succeed Together!) School Connectedness, Peer Leader-
ship and Physical Activity Transition Program. Australian Journal of Tea-
cher Education, 43(1), 42–65. Https://doi.org/10.14221/ajte.2018v43n1.3.
Johnson, R. M., Strayhorn, T. L., in Parler, B. (2020). “I just want to be a regu-
lar kid:” A qualitative study of sense of belonging among high school yo-
uth in foster care. Children and Youth Services Review, 111, 104832. Https://
doi.org/10.1016/j.childyouth.2020.104832.
Johnson, V. L., Holt, L. J., Bry, B. H., in Powell, S. R. (2008). Effects of an In-
tegrated Prevention Program on Urban Youth Transitioning into High
School. Journal of Applied School Psychology, 24(2), 225–246. Https://doi.
org/10.1080/15377900802089999.
Jose, P. E., Ryan, N., in Pryor, J. (2012). Does Social Connectedness Promo-
te a Greater Sense of Well-Being in Adolescence Over Time? Journal of
Research on Adolescence, 22(2), 235–251. Https://doi.org/10.1111/j.1532-
7795.2012.00783.x.
Karcher, M. J. (2005). The effects of developmental mentoring and high scho-
ol mentors’ attendance on their younger mentees’ self-esteem, social skil-
ls, and connectedness. Psychology in the Schools, 42(1), 65–77. Https://doi.
org/10.1002/pits.20025.
Kashy-Rosenbaum, G., in Aizenkot, D. (2020). Exposure to cyberbullying in
WhatsApp classmates‘ groups and classroom climate as predictors of
students‘ sense of belonging: A multi-level analysis of elementary, mid-
dle and high schools. Children and Youth Services Review, 108, 104614.
Https://doi.org/10.1016/j.childyouth.2019.104614.
Kelly, A. B., O’Flaherty, M., Toumbourou, J. W., Homel, R., Patton, G. C.,
White, A., in Williams, J. (2012). The Influence of Families on Early Ado-
lescent School Connectedness: Evidence That This Association Varies
with Adolescent Involvement in Peer Drinking Networks. Journal of Ab-
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