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šolsko polje, letnik xxxi, številka 1–2
self-insight among the incompetent. Organizational Behavior and
Human Decision Processes 105, str. 98–121.
Good, C., Aronson, J., in Inzlicht, M. (2003) Improving adolescents’ stan-
dardized test performance: An intervention to reduce the effects of
stereotype threat. Applied Developmental Psychology 24, str. 645–662.
Good, C., Rattan, A., in Dweck, C. S. (2012) Why do women opt out?
Sense of belonging and women’s representation in mathematics.
Journal of Personality and Social Psychology 102, str. 700–717.
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-
Meadow, S., in Levine, S. C. (2013) Parent praise to 1- to 3-year-olds
predicts children’s motivational frameworks 5 years later. Child devel-
opment 84 (5), str. 1526–1541.
Haimovitz, K., in Dweck, C. S. (2016) Parents’ views of failure predict chil-
dren’s fixed and growth intelligence mind-sets. Psychological Science 27
(6), str. 859–869.
Hwang, NY., Reyes, M., in Eccles, J. S. (2019) Who holds a fixed mindset
and whom does it harm in mathematics? Youth and Society 51 (2), str.
247–267.
IEA. (brez datuma) IDB Analyzer. Spletna stran: http://www.iea.nl/data.
html (pridobljeno 20. 1. 2020).
Kruger, J., in Dunning, D. (1999) Unskilled and unaware of It: How dif-
ficulties in recognizing one’s own incompetence lead to inflated self-
assessments. Journal of Personality and Social Psychology 77 (6), str.
1121–1134.
Lee, Y., in Seo, E. (2019) Trajectories of implicit theories and their rela-
tions to scholastic aptitude: A mediational role of achievement goals.
Contemporary Educational Psychology 59, 101800.
Leroy, N., Bressoux, P., Sarrazin, P., in Trouilloud, D. (2007) Impact of
teachers’ implicit theories and perceived pressures on the estab-
lishment of an autonomy supportive climate. European Journal of
Psychology of Education XXII (4), str. 529–545.
Levy, S. R., West, T. L., Ramirez, L., in Karafantis, D. M. (2006) The prot-
estant work ethic: A lay theory with dual intergroup implications.
Group Processes & Intergroup Relations 9, str. 95–115.
Macnamara, B. N., in Rupani, N. S. (2017) The relationship between intelli-
gence and mindset. Intelligence 64, str. 52–59.
Magajna, l., Pečjak, S., Peklaj, C., Čačinovič Vogrinčič, G., Bregar-Golobič,
K., Kavkler, M. V Tancig, S. (ur.). Učne težave v osnovni šoli problemi,
80
self-insight among the incompetent. Organizational Behavior and
Human Decision Processes 105, str. 98–121.
Good, C., Aronson, J., in Inzlicht, M. (2003) Improving adolescents’ stan-
dardized test performance: An intervention to reduce the effects of
stereotype threat. Applied Developmental Psychology 24, str. 645–662.
Good, C., Rattan, A., in Dweck, C. S. (2012) Why do women opt out?
Sense of belonging and women’s representation in mathematics.
Journal of Personality and Social Psychology 102, str. 700–717.
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-
Meadow, S., in Levine, S. C. (2013) Parent praise to 1- to 3-year-olds
predicts children’s motivational frameworks 5 years later. Child devel-
opment 84 (5), str. 1526–1541.
Haimovitz, K., in Dweck, C. S. (2016) Parents’ views of failure predict chil-
dren’s fixed and growth intelligence mind-sets. Psychological Science 27
(6), str. 859–869.
Hwang, NY., Reyes, M., in Eccles, J. S. (2019) Who holds a fixed mindset
and whom does it harm in mathematics? Youth and Society 51 (2), str.
247–267.
IEA. (brez datuma) IDB Analyzer. Spletna stran: http://www.iea.nl/data.
html (pridobljeno 20. 1. 2020).
Kruger, J., in Dunning, D. (1999) Unskilled and unaware of It: How dif-
ficulties in recognizing one’s own incompetence lead to inflated self-
assessments. Journal of Personality and Social Psychology 77 (6), str.
1121–1134.
Lee, Y., in Seo, E. (2019) Trajectories of implicit theories and their rela-
tions to scholastic aptitude: A mediational role of achievement goals.
Contemporary Educational Psychology 59, 101800.
Leroy, N., Bressoux, P., Sarrazin, P., in Trouilloud, D. (2007) Impact of
teachers’ implicit theories and perceived pressures on the estab-
lishment of an autonomy supportive climate. European Journal of
Psychology of Education XXII (4), str. 529–545.
Levy, S. R., West, T. L., Ramirez, L., in Karafantis, D. M. (2006) The prot-
estant work ethic: A lay theory with dual intergroup implications.
Group Processes & Intergroup Relations 9, str. 95–115.
Macnamara, B. N., in Rupani, N. S. (2017) The relationship between intelli-
gence and mindset. Intelligence 64, str. 52–59.
Magajna, l., Pečjak, S., Peklaj, C., Čačinovič Vogrinčič, G., Bregar-Golobič,
K., Kavkler, M. V Tancig, S. (ur.). Učne težave v osnovni šoli problemi,
80
