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šolsko polje, letnik xxxi, številka 1–2
Dweck, C. S., in Leggett, E. L. (1988) A social-cognitive approach to motiva
tion and personality. Psychological Review 95, str. 256–273.
Elliot, A., in Church, M. A. (1997) A hierarchical model of approach and
avoidance achievement motivation. Journal of Personality and Social
Psychology 72, str. 218–232.
Federici, R., in Skaalvik, E. (2014) Students’ perceptions of emotional and
instrumental teacher support: Relations with motivational and emoti
onal responses. International Education Studies 7(1), str. 21–36.
Frenzel, A. C., Taxer, J. L., Schwab, C., in Kuhbandner, C. (2019)
Independent and joint effects of teacher enthusiasm and motivation
on student motivation and experiences: A field experiment, Motivation
and Emotion, 43(2) str. 255–265.
Halpern, D. F. (2012) Sex differences in cognitive abilities (4th ed.). New
York, NY: Psychology Press.
Hattie, J. (2009) Visible learning. A synthesis of over 800 meta-analysis rela-
ting to achievement. London in New York: Routledge, Taylor & Francis
Group.
Izhodišča kurikularne prenove (1999). Nacionalni kurikularni svet.
Keller, M., Woolfolk Hoy, A., Goetz, T., in Frenzel, A. (2016) Teacher ent
husiasm: Reviewing and redefining a complex construct, Educational
Psychology Review 28(4), str. 743–769.
Lietz, P. (2006) A meta-analysis of gender differences in reading achieve
ment at the secondary school level. Studies in Educational Evaluation
32, str. 317–344.
Loveless, T. (2015) Girls, boys, and reading. Spletna stran: https://www.broo
kings.edu/research/girls-boys-and-reading (pridobljeno 2. 2. 2019).
Lynn, R., in Mikk, J. (2009) Sex differences in reading achievement. Trames
13(65/58), 1, str. 3–13.
Marjanovič Umek, L., Fekonja Peklaj, U., in Pečjak, S. (2012) Govor in bra-
nje otrok: Ocenjevanje in spodbujanje. Ljubljana: Znanstvena založba
Filozofske fakultete.
Moe, A. (2016) Does displayed enthusiasm favors recall, intrinsic motivation
and time estimation?. Cognition and Emotion 30(7), str. 1361–1369.
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., in Foy, P. (2007) IEA’s
Progress in International Reading Literacy Study in Primary School in
40 Countries. Chestnut Hill, MA: Boston College.
Nacionalna strategija za razvoj bralne pismenosti za obdo-
bje 2019 – 2030 (2019). Spletna stran: https://www.gov.si/
54
Dweck, C. S., in Leggett, E. L. (1988) A social-cognitive approach to motiva
tion and personality. Psychological Review 95, str. 256–273.
Elliot, A., in Church, M. A. (1997) A hierarchical model of approach and
avoidance achievement motivation. Journal of Personality and Social
Psychology 72, str. 218–232.
Federici, R., in Skaalvik, E. (2014) Students’ perceptions of emotional and
instrumental teacher support: Relations with motivational and emoti
onal responses. International Education Studies 7(1), str. 21–36.
Frenzel, A. C., Taxer, J. L., Schwab, C., in Kuhbandner, C. (2019)
Independent and joint effects of teacher enthusiasm and motivation
on student motivation and experiences: A field experiment, Motivation
and Emotion, 43(2) str. 255–265.
Halpern, D. F. (2012) Sex differences in cognitive abilities (4th ed.). New
York, NY: Psychology Press.
Hattie, J. (2009) Visible learning. A synthesis of over 800 meta-analysis rela-
ting to achievement. London in New York: Routledge, Taylor & Francis
Group.
Izhodišča kurikularne prenove (1999). Nacionalni kurikularni svet.
Keller, M., Woolfolk Hoy, A., Goetz, T., in Frenzel, A. (2016) Teacher ent
husiasm: Reviewing and redefining a complex construct, Educational
Psychology Review 28(4), str. 743–769.
Lietz, P. (2006) A meta-analysis of gender differences in reading achieve
ment at the secondary school level. Studies in Educational Evaluation
32, str. 317–344.
Loveless, T. (2015) Girls, boys, and reading. Spletna stran: https://www.broo
kings.edu/research/girls-boys-and-reading (pridobljeno 2. 2. 2019).
Lynn, R., in Mikk, J. (2009) Sex differences in reading achievement. Trames
13(65/58), 1, str. 3–13.
Marjanovič Umek, L., Fekonja Peklaj, U., in Pečjak, S. (2012) Govor in bra-
nje otrok: Ocenjevanje in spodbujanje. Ljubljana: Znanstvena založba
Filozofske fakultete.
Moe, A. (2016) Does displayed enthusiasm favors recall, intrinsic motivation
and time estimation?. Cognition and Emotion 30(7), str. 1361–1369.
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., in Foy, P. (2007) IEA’s
Progress in International Reading Literacy Study in Primary School in
40 Countries. Chestnut Hill, MA: Boston College.
Nacionalna strategija za razvoj bralne pismenosti za obdo-
bje 2019 – 2030 (2019). Spletna stran: https://www.gov.si/
54
