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povedna vrednost različnih ocen šolske klime za dosežke v raziskavah
TIMSS. Pedagoška obzorja 27 (1–2), str. 127–144.
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Mifsud, C. in Rapee, R. M. (2005) Early Intervention for Childhood Anxi
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Population. Journal of American Child and adolescents Psychiatry 11 (10),
str. 996–1004.
Nastran Ule, M. (2000) Mladi v družbi novih tveganj in negotovosti. V A.
Šelih (ur. ), Prestopništvo in odklonsko vedenje mladih. Ljubljana: Bonex.
Neil, A. L. , & Christensen, H. (2009) Efficacy and effectiveness of school
-based prevention and early intervention programs for anxiety. Clinical
Psychology Review 29, str. 208–215.
Normandeau, S. in Guay, F. (1998) Preschool behavior and first-grade school
achievement: the meditational role of cognitive self-control. Journal of
Educational Psychology 90 (1), str. 111–121.
OECD (2013a) PISA 2012 Results: Ready to Learn: Students’ engagement, Dri
ve and Self-Beliefs (Volume III). Pariz: OECD Publishing.
OECD (2013b) PISA 2012 Assessment and Analytical Framework. Pariz:
OECD Publishing.
191
Kozina, A. , Rožman, M. , Vršnik Perše, T. in Rutar Leban, T. (2014) Na
povedna vrednost različnih ocen šolske klime za dosežke v raziskavah
TIMSS. Pedagoška obzorja 27 (1–2), str. 127–144.
Lowe, P. A. in Raad, J. M. (2008) Anxiety. Pridobljeno s http://sage. referen
ce. com/educational psychology/article_n12. html.
Lutovec, S. (2008) Matematična anksioznost. Revija za elementarno izobra
ževanje 1, str. 105–112.
Masten, A. S. in Motti-Stefanidi, F. (2009) Inderstanding and promoting re
silience in children: Promotive and protective processes in schools. V
Gutkin, T. B. in Reynolds, C. R. (ur. ) The handbook of school psycholo
gy. Hoboken: Wiley.
Malecki, C. K. in Elliot, S. N. (2002) Children‘s social behaviors as predic
tors of academic achievement: A longitudinal analysis. School Psycholo
gy Quarterly 17 (1), str. 1–23.
Mazzone, L. , Ducci, F. , Scoto, M. C. , Passaniti, E. , D‘Arrigo, V. G. in Vitiel
lo, B. (2007) The role of anxiety symptoms in school performance in a com
munity sample of children and adolescents. http://www. biomedcentral.
com/1471–2458/7/347 (pridobljeno 9. 11. 2016).
Merryman, E. P. (1974) The effects of manifest anxiety on the reading achi
vement of fifth grade students. Journal of Experimental Education 42,
str. 36–41.
Mifsud, C. in Rapee, R. M. (2005) Early Intervention for Childhood Anxi
ety in a School Setting: Outcomes for an Economically Disadvantaged
Population. Journal of American Child and adolescents Psychiatry 11 (10),
str. 996–1004.
Nastran Ule, M. (2000) Mladi v družbi novih tveganj in negotovosti. V A.
Šelih (ur. ), Prestopništvo in odklonsko vedenje mladih. Ljubljana: Bonex.
Neil, A. L. , & Christensen, H. (2009) Efficacy and effectiveness of school
-based prevention and early intervention programs for anxiety. Clinical
Psychology Review 29, str. 208–215.
Normandeau, S. in Guay, F. (1998) Preschool behavior and first-grade school
achievement: the meditational role of cognitive self-control. Journal of
Educational Psychology 90 (1), str. 111–121.
OECD (2013a) PISA 2012 Results: Ready to Learn: Students’ engagement, Dri
ve and Self-Beliefs (Volume III). Pariz: OECD Publishing.
OECD (2013b) PISA 2012 Assessment and Analytical Framework. Pariz:
OECD Publishing.
191
