Page 149 - 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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l i t er at u r a
normal Child Psychology, 40(3), 437–447. Https://doi.org/10.1007/s10802-
011-9577-4.
Keyes, T. S. (2019). A Qualitative Inquiry: Factors That Promote Classroom Be-
longing and Engagement Among High School Students. 30.
Kia-Keating, M., in Ellis, B. H. (2007). Belonging and Connection to School in
Resettlement: Young Refugees, School Belonging, and Psychosocial Ad-
justment. Clinical Child Psychology and Psychiatry, 12(1), 29–43. Https://
doi.org/10.1177/1359104507071052.
Klem, A. M., in Connell, J. P. (2004). Relationships Matter: Linking Teacher
Support to Student Engagement and Achievement. Journal of School He-
alth, 74(7), 262–273. Https://doi.org/10.1111/j.1746-1561.2004.tb08283.x.
Klemenčič, E., Mirazchiyski, P. V., in Novak, J. (2019). Državljanska vzgoja v
Sloveniji: Nacionalno poročilo mednarodne raziskave državljanske vzgoje
in izobraževanja (IEA ICCS 2016).
Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., in de Boer, H.
(2019). The relationships between school belonging and students’ motiva-
tional, social-emotional, behavioural, and academic outcomes in secon-
dary education: A meta-analytic review. Research Papers in Education,
1–40. Https://doi.org/10.1080/02671522.2019.1615116.
Kozina, A. (2019). Pozitivni razvoj mladih v Sloveniji: Razvojne poti v kontekstu
migracij (PYD-SI model). Pedagoški inštitut Ljubljana.
Kuperminc, G. P., Chan, W. Y., Hale, K. E., Joseph, H. L., in Delbasso, C. A.
(2020). The Role of School‐based Group Mentoring in Promoting Resili-
ence among Vulnerable High School Students. American Journal of Com-
munity Psychology, 65(1-2), 136–148. Https://doi.org/10.1002/ajcp.12347.
Lardier, D. T., Opara, I., Bergeson, C., Herrera, A., Garcia‐Reid, P., in Reid, R. J.
(2019). A study of psychological sense of community as a mediator betwe-
en supportive social systems, school belongingness, and outcome beha-
viors among urban high school students of color. Journal of Community
Psychology, 47(5), 1131–1150. Https://doi.org/10.1002/jcop.22182.
Lester, L., Waters, S., in Cross, D. (2013). The Relationship Between School
Connectedness and Mental Health During the Transition to Secondary
School: A Path Analysis. Australian Journal of Guidance and Counselling,
23(2), 157–171. Https://doi.org/10.1017/jgc.2013.20.
Lewis, K. M., Sullivan, C. M., in Bybee, D. (2006). An Experimental Evaluation
of a School-Based Emancipatory Intervention to Promote African Ameri-
can Well-Being and Youth Leadership. Journal of Black Psychology, 32(1),
3–28. Https://doi.org/10.1177/0095798405283229.
149
normal Child Psychology, 40(3), 437–447. Https://doi.org/10.1007/s10802-
011-9577-4.
Keyes, T. S. (2019). A Qualitative Inquiry: Factors That Promote Classroom Be-
longing and Engagement Among High School Students. 30.
Kia-Keating, M., in Ellis, B. H. (2007). Belonging and Connection to School in
Resettlement: Young Refugees, School Belonging, and Psychosocial Ad-
justment. Clinical Child Psychology and Psychiatry, 12(1), 29–43. Https://
doi.org/10.1177/1359104507071052.
Klem, A. M., in Connell, J. P. (2004). Relationships Matter: Linking Teacher
Support to Student Engagement and Achievement. Journal of School He-
alth, 74(7), 262–273. Https://doi.org/10.1111/j.1746-1561.2004.tb08283.x.
Klemenčič, E., Mirazchiyski, P. V., in Novak, J. (2019). Državljanska vzgoja v
Sloveniji: Nacionalno poročilo mednarodne raziskave državljanske vzgoje
in izobraževanja (IEA ICCS 2016).
Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., in de Boer, H.
(2019). The relationships between school belonging and students’ motiva-
tional, social-emotional, behavioural, and academic outcomes in secon-
dary education: A meta-analytic review. Research Papers in Education,
1–40. Https://doi.org/10.1080/02671522.2019.1615116.
Kozina, A. (2019). Pozitivni razvoj mladih v Sloveniji: Razvojne poti v kontekstu
migracij (PYD-SI model). Pedagoški inštitut Ljubljana.
Kuperminc, G. P., Chan, W. Y., Hale, K. E., Joseph, H. L., in Delbasso, C. A.
(2020). The Role of School‐based Group Mentoring in Promoting Resili-
ence among Vulnerable High School Students. American Journal of Com-
munity Psychology, 65(1-2), 136–148. Https://doi.org/10.1002/ajcp.12347.
Lardier, D. T., Opara, I., Bergeson, C., Herrera, A., Garcia‐Reid, P., in Reid, R. J.
(2019). A study of psychological sense of community as a mediator betwe-
en supportive social systems, school belongingness, and outcome beha-
viors among urban high school students of color. Journal of Community
Psychology, 47(5), 1131–1150. Https://doi.org/10.1002/jcop.22182.
Lester, L., Waters, S., in Cross, D. (2013). The Relationship Between School
Connectedness and Mental Health During the Transition to Secondary
School: A Path Analysis. Australian Journal of Guidance and Counselling,
23(2), 157–171. Https://doi.org/10.1017/jgc.2013.20.
Lewis, K. M., Sullivan, C. M., in Bybee, D. (2006). An Experimental Evaluation
of a School-Based Emancipatory Intervention to Promote African Ameri-
can Well-Being and Youth Leadership. Journal of Black Psychology, 32(1),
3–28. Https://doi.org/10.1177/0095798405283229.
149
