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šolsko polje, letnik xxvii, številka 5–6
OECD (2013c) PISA 2012 Assessment and Analytical Framework: Mathema
tics, Reading, Science, Problem Solving and Financial Literacy. Pariz:
OECD Publishing.
OECD (2014) PISA 2012 Results: What Students Know and Ca Do – Student
Performance in Mathematics, Reading and Science (Volume I, Revised
edition, February 2014). Pariz: OECD Publishing.
OECD (2015) OECD skills Studies. Skills for Social Progress. The power of soci
al and emotional skills. Pariz: OECD Publishing.
OECD (2016). PISA 2015 Results. (Volume 1). Pariz: OECD Publishing.
Peck, R. F. in Mitchell, J. V. (1967) Mental health: what research says to the te
acher. Washington, ZDA: National Educational Association of Clas
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Popp, U. (2003) Nasilje v šoli in koncepti njegovega preprečevanja. Sodobna
pedagogika 52 (2), str. 26–41.
Prevatt, F. , Welles, T. L. , Li, H. in Proctor, B. (2010) The contribution of me
mory and anxiety to the math performance of college students with le
arning disabilities. Learning Disabilities Research in Practice 25 (1), str.
39–47.
Puklek Levpušček, M. (2006) Socialna anksioznost v otroštvu in mladostni
štvu: razvojni, šolski in klinični vidik. Ljubljana: Znanstvenoraziskoval
ni inštitut Filozofske fakultete.
Puklek, M. in Gril, A. (1999) Socialnoemocionalne in vedenjske značilnosti
otrok ob vstopu v šolo. V Zupančič, M. (ur. ). Razvojnopsihološke značil
nosti različno starih otrok ob vstopu v šolo. Ljubljana: i2.
Ragozzino, K. , Resnik, H. , Utne-O’Brien, M. in Weissberg, R. P. (2003) Pro
moting academic achievement through social and emotional learning.
Educational Horizons, 81, str. 169–171.
Reeve, J. (2015) Understanding motivation and emotion. Hoboken, Wiley.
Rimm-Kaufman, S. E. , Baroody, A. E. , Curby, T. , Ko, M. , Thomas, J. B. ,
Merritt, E. G. , Abry, T. in DeCoster, J. (2014) Efficacy of the respon
sive classroom approach - results from a 3 - year longitudinal randomi
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567–603.
Rosenblatt, J. in Maurice, J. E. (2008) Dosage effects of a preventive social
-emotional learning intervention on achievement loss associated with
middle school transition. Journal of Primary Prevention 29 (6), str. 535–
555.
Schaffer, D. R. (2009) Social and personality development (6. izd. ). Belmont:
Wadsworth Cengage Learning.
192
OECD (2013c) PISA 2012 Assessment and Analytical Framework: Mathema
tics, Reading, Science, Problem Solving and Financial Literacy. Pariz:
OECD Publishing.
OECD (2014) PISA 2012 Results: What Students Know and Ca Do – Student
Performance in Mathematics, Reading and Science (Volume I, Revised
edition, February 2014). Pariz: OECD Publishing.
OECD (2015) OECD skills Studies. Skills for Social Progress. The power of soci
al and emotional skills. Pariz: OECD Publishing.
OECD (2016). PISA 2015 Results. (Volume 1). Pariz: OECD Publishing.
Peck, R. F. in Mitchell, J. V. (1967) Mental health: what research says to the te
acher. Washington, ZDA: National Educational Association of Clas
sroom Teachers.
Popp, U. (2003) Nasilje v šoli in koncepti njegovega preprečevanja. Sodobna
pedagogika 52 (2), str. 26–41.
Prevatt, F. , Welles, T. L. , Li, H. in Proctor, B. (2010) The contribution of me
mory and anxiety to the math performance of college students with le
arning disabilities. Learning Disabilities Research in Practice 25 (1), str.
39–47.
Puklek Levpušček, M. (2006) Socialna anksioznost v otroštvu in mladostni
štvu: razvojni, šolski in klinični vidik. Ljubljana: Znanstvenoraziskoval
ni inštitut Filozofske fakultete.
Puklek, M. in Gril, A. (1999) Socialnoemocionalne in vedenjske značilnosti
otrok ob vstopu v šolo. V Zupančič, M. (ur. ). Razvojnopsihološke značil
nosti različno starih otrok ob vstopu v šolo. Ljubljana: i2.
Ragozzino, K. , Resnik, H. , Utne-O’Brien, M. in Weissberg, R. P. (2003) Pro
moting academic achievement through social and emotional learning.
Educational Horizons, 81, str. 169–171.
Reeve, J. (2015) Understanding motivation and emotion. Hoboken, Wiley.
Rimm-Kaufman, S. E. , Baroody, A. E. , Curby, T. , Ko, M. , Thomas, J. B. ,
Merritt, E. G. , Abry, T. in DeCoster, J. (2014) Efficacy of the respon
sive classroom approach - results from a 3 - year longitudinal randomi
zed controlled trial. American Educational Research Journal 51 (3), str.
567–603.
Rosenblatt, J. in Maurice, J. E. (2008) Dosage effects of a preventive social
-emotional learning intervention on achievement loss associated with
middle school transition. Journal of Primary Prevention 29 (6), str. 535–
555.
Schaffer, D. R. (2009) Social and personality development (6. izd. ). Belmont:
Wadsworth Cengage Learning.
192
