Page 84 - Šolsko polje, XXXI, 2020, št. 1-2: Bralna (ne)pismenost, ur. Klaudija Šterman Ivančič
P. 84
šolsko polje, letnik xxxi, številka 1–2
Nuhfer, E., Fleischer, S., Cogan, C., Wirth, K., in Gaze, E. (2017) How ran-
dom noise and a graphical convention subverted behavioral scientists’
explanations of self-assessment data: Numeracy underlies better alter-
natives. Numeracy 10 (1).
OECD. (2019a) PISA 2018 Results (Volume I): What students know and can
do. Paris: OECD Publishing.
OECD. (2019b) PISA 2018 Results (Volume II): Where all students can suc-
ceed. Paris: OECD Publishing.
OECD. (2019c) PISA 2018 technical report. Spletna stran: https://www.
oecd.org/pisa/data/pisa2018technicalreport/ (pridobljeno 31. 5. 2020).
Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., in Beilock, S. L.
(2016) Young children’s motivational frameworks and math achieve-
ment: Relation to teacher-reported instructional practices, but not
teacher theory of intelligence. Journal of Educational Psychology 108
(3), str. 300–313.
Rattan, A., Good, C., in Dweck, C. S. (2012) “It’s ok — Not everyone can
be good at math”: Instructors with an entity theory comfort (and de-
motivate) students. Journal of Experimental Social Psychology 48 (3),
str. 731–737.
Sheldrake, R. (2016) Differential predictors of under-confidence and
over-confidence for mathematics and science students in England.
Learning and Individual Differences 49, str. 305–313.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., in Macnamara, B. N. (2018)
To what extent and under which circumstances are growth mind-sets
important to academic achievement? Two meta-analyses. Psychological
Science 29(4), str. 549–571.
Šterman Ivančič, K. (ur.) (2019) PISA 2018 Nacionalno poročilo s prim-
eri nalog iz branja. Pedagoški inštitut: Ljubljana. Spletna stran:
https://www.pei.si/wp-content/uploads/2019/12/PISA2018_
NacionalnoPorocilo.pdf (pridobljeno 31. 5. 2020).
Watson, R. M., Nuhfer, E., Moon, K. N., Fleisher, S., Walter, P., Wirth, K.,
Cogan, C., Wangeline, A., in Gaze, E. (2019) Paired measures of com-
petence and confidence illuminate impacts of privilege on college stu-
dents. Numeracy 12 (2): Article 2.
Yan, V. X., Thai, KP., in Bjork, R. A. (2014) Habits and beliefs that guide
self-regulated learning: Do they vary with mindset?. Journal of Applied
Research in Memory and Cognition 3 (3), str. 140–152.
Yeager, D. S., Hanselman, P., Paunesku, D., Hulleman, C., Dweck, C.,
Muller, C., … in Duckworth, A. L. (2018, March 1) MANUSCRIPT
82
Nuhfer, E., Fleischer, S., Cogan, C., Wirth, K., in Gaze, E. (2017) How ran-
dom noise and a graphical convention subverted behavioral scientists’
explanations of self-assessment data: Numeracy underlies better alter-
natives. Numeracy 10 (1).
OECD. (2019a) PISA 2018 Results (Volume I): What students know and can
do. Paris: OECD Publishing.
OECD. (2019b) PISA 2018 Results (Volume II): Where all students can suc-
ceed. Paris: OECD Publishing.
OECD. (2019c) PISA 2018 technical report. Spletna stran: https://www.
oecd.org/pisa/data/pisa2018technicalreport/ (pridobljeno 31. 5. 2020).
Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., in Beilock, S. L.
(2016) Young children’s motivational frameworks and math achieve-
ment: Relation to teacher-reported instructional practices, but not
teacher theory of intelligence. Journal of Educational Psychology 108
(3), str. 300–313.
Rattan, A., Good, C., in Dweck, C. S. (2012) “It’s ok — Not everyone can
be good at math”: Instructors with an entity theory comfort (and de-
motivate) students. Journal of Experimental Social Psychology 48 (3),
str. 731–737.
Sheldrake, R. (2016) Differential predictors of under-confidence and
over-confidence for mathematics and science students in England.
Learning and Individual Differences 49, str. 305–313.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., in Macnamara, B. N. (2018)
To what extent and under which circumstances are growth mind-sets
important to academic achievement? Two meta-analyses. Psychological
Science 29(4), str. 549–571.
Šterman Ivančič, K. (ur.) (2019) PISA 2018 Nacionalno poročilo s prim-
eri nalog iz branja. Pedagoški inštitut: Ljubljana. Spletna stran:
https://www.pei.si/wp-content/uploads/2019/12/PISA2018_
NacionalnoPorocilo.pdf (pridobljeno 31. 5. 2020).
Watson, R. M., Nuhfer, E., Moon, K. N., Fleisher, S., Walter, P., Wirth, K.,
Cogan, C., Wangeline, A., in Gaze, E. (2019) Paired measures of com-
petence and confidence illuminate impacts of privilege on college stu-
dents. Numeracy 12 (2): Article 2.
Yan, V. X., Thai, KP., in Bjork, R. A. (2014) Habits and beliefs that guide
self-regulated learning: Do they vary with mindset?. Journal of Applied
Research in Memory and Cognition 3 (3), str. 140–152.
Yeager, D. S., Hanselman, P., Paunesku, D., Hulleman, C., Dweck, C.,
Muller, C., … in Duckworth, A. L. (2018, March 1) MANUSCRIPT
82
