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Borgonovi, F., Pál, J. (2016) A framework for the analysis of student well-be-
ing in the PISA 2015 study, OECD Education Working Papers, No.
140. Pariz, Francija: OECD Publishing.
Bradshaw, J., Hoelscher, P., Richardson, D. (2007) An index of child
well-being in the European Union. Social Indicators Research 80 (1),
str. 133–177.
Caro, D.H. (2009) Socio-economic status and academic achievement
trajectories form childhood to adolescence. Canadian Journal of
Education 32 (3), str. 558–590.
Chen, J. A. (2012) Implicit theories, epistemic beliefs, and science mo-
tivation: a person-centered approach. Learning and Individual
Differences 22 (6), str. 724–735
Cole, N. S. (1990) Conceptions of educational achievement. Educational re-
searcher 19, str. 2–7.
Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts,
C., Samdal, O., Smith, O. R. F., Barnekow, V. (ur.) (2012) Social
Determinants of Health and Well-Being among Young People.
Copenhagen, Denmark: World Health Organization Regional Office
for Europe.
Diener, E., Emmons, R. A., Larsen, R. J., Griffin S. (1985). The satisfaction
with life scale. Journal of Personality Assessment 49, str. 71–75.
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., Gollwitzer, P.
(2011) Self-regulation strategies improve self-discipline in adoles-
cents: Benefits of mental contrasting and implementation intentions.
Educational Psychology 31 (1), str. 17–26.
Duru-Bellat, M., Suchaut, B. (2005) Organisation and context, efficien-
cy and equity of educational systems: What PISA tells us. European
Educational Research Journal 4 (3), str. 181–194.
Eccles, J.S., Wigfield, A. (2002) Motivational beliefs, values, and goals.
Annual Review of Psychology 53, str. 109–132.
Fan, W., Williams, C. M. (2010) The effects of parental involvement on stu-
dents‘ academic self-efficacy, engagement and intrinsic motivation.
Educational Psychology 30 (1), str. 53–74.
Field, A. (2009). Discovering statstics using SPSS, third edition. London:
Sage Publications.
Ghaith, G. M. (2002) The relationship between cooperative learning, per-
ception of social support, and academic achievement. System 30 (3),
str. 263–273.
Gogala, S. (1996) Obča metodika. Ljubljana: Državna založba Slovenije.
149
Borgonovi, F., Pál, J. (2016) A framework for the analysis of student well-be-
ing in the PISA 2015 study, OECD Education Working Papers, No.
140. Pariz, Francija: OECD Publishing.
Bradshaw, J., Hoelscher, P., Richardson, D. (2007) An index of child
well-being in the European Union. Social Indicators Research 80 (1),
str. 133–177.
Caro, D.H. (2009) Socio-economic status and academic achievement
trajectories form childhood to adolescence. Canadian Journal of
Education 32 (3), str. 558–590.
Chen, J. A. (2012) Implicit theories, epistemic beliefs, and science mo-
tivation: a person-centered approach. Learning and Individual
Differences 22 (6), str. 724–735
Cole, N. S. (1990) Conceptions of educational achievement. Educational re-
searcher 19, str. 2–7.
Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts,
C., Samdal, O., Smith, O. R. F., Barnekow, V. (ur.) (2012) Social
Determinants of Health and Well-Being among Young People.
Copenhagen, Denmark: World Health Organization Regional Office
for Europe.
Diener, E., Emmons, R. A., Larsen, R. J., Griffin S. (1985). The satisfaction
with life scale. Journal of Personality Assessment 49, str. 71–75.
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., Gollwitzer, P.
(2011) Self-regulation strategies improve self-discipline in adoles-
cents: Benefits of mental contrasting and implementation intentions.
Educational Psychology 31 (1), str. 17–26.
Duru-Bellat, M., Suchaut, B. (2005) Organisation and context, efficien-
cy and equity of educational systems: What PISA tells us. European
Educational Research Journal 4 (3), str. 181–194.
Eccles, J.S., Wigfield, A. (2002) Motivational beliefs, values, and goals.
Annual Review of Psychology 53, str. 109–132.
Fan, W., Williams, C. M. (2010) The effects of parental involvement on stu-
dents‘ academic self-efficacy, engagement and intrinsic motivation.
Educational Psychology 30 (1), str. 53–74.
Field, A. (2009). Discovering statstics using SPSS, third edition. London:
Sage Publications.
Ghaith, G. M. (2002) The relationship between cooperative learning, per-
ception of social support, and academic achievement. System 30 (3),
str. 263–273.
Gogala, S. (1996) Obča metodika. Ljubljana: Državna založba Slovenije.
149
