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m. štraus ■ so v sloveniji učno najuspešnejši 15-letniki tudi najbolj zadovoljni ...
Ivelja, R. (2004) Šola ubija? Dnevnik 12. 7. 2006 Dostopno na https://izra-
cun.dnevnik.si/102065 (pridobljeno 16. 8. 2017).
Jeriček Klanšček, H., Bajt, M. (2015) Ko učenca strese stres in kaj lahko
pri tem naredi učitelj. Ljubljana: Nacionalni inštitut za javno zdrav-
je. Dostopno na http://www.nijz.si/sites/www.nijz.si/files/publikaci-
je-datoteke/ko_ucenca_strese_stres_2015.pdf (pridobljeno 16. 8.2017).
Jeriček Klanšček, H., Koprivnikar, H., Drev, A., Pucelj, V., Zupanič, T.,
Britovšek, K. (2015) Z zdravjem povezana vedenja v šolskem obdobju
med mladostniki v Sloveniji. Izsledki mednarodne raziskave HBSC,
2014. Ljubljana: Nacionalni inštitut za javno zdravje. Dostopno na
http://www.nijz.si/files/publikacije-datoteke/hbsc_2015_e_verzi-
ja30_06_2015.pdf (pridobljeno 16. 8. 2017).
Jethwani-Keyser, M. M. (2008) When teachers treat me well, I think I be-
long: School belonging and the psychological and academic well be-
ing of adolescent girls in urban India, Unpublished Dissertation. New
York, NY: New York University.
Juang, L. P., Silbereisen, R. K. (2002) The relationship between adolescent
academic capability beliefs, parenting and school grades. Journal of
Adolescence 25 (1), str. 3–18.
Kaplan, T.N. (2013) The multiple dimensions of parental involvement and
its links to young adolescent self-evaluation and academic achieve-
ment. Psychology in the Schools 50 (6), str. 634–649.
Kins E., Beyers W. (2010) Failure to launch, failure to achieve criteria for
adulthood? Journal of Adolescent Research 25, str. 743–777.
Kochel, K. P., Ladd, G. W., Rudolph, K. D. (2012) Longitudinal associa-
tions among youths‘ depressive symptoms, peer victimization, and
low peer acceptance: An interpersonal process perspective. Child
Development 83 (2), str. 637–650.
Konishi, C., Hymel, S., Zumbo, B., Li, Z. (2010) Do school bullying and
student-teacher relationships matter for academic achievement? A
multilevel analysis. Canadian Journal of School Psychology 25 (1), str.
19–39.
Leban, S. (2011) Psihološko osamosvajanje mladih na prehodu v odraslost
v povezavi z doseženimi merili odraslosti in subjektivnim zado-
voljstvom z življenjem. Diplomsko delo. Ljubljana: UL, Filozofska
fakulteta.
Malecki, C.K., Demaray, M.K. (2006) Social support as a buffer in the re-
lationship between socioeconomic status and academic performance.
School Psychology Quarterly 21 (4), str. 375–395.
151
Ivelja, R. (2004) Šola ubija? Dnevnik 12. 7. 2006 Dostopno na https://izra-
cun.dnevnik.si/102065 (pridobljeno 16. 8. 2017).
Jeriček Klanšček, H., Bajt, M. (2015) Ko učenca strese stres in kaj lahko
pri tem naredi učitelj. Ljubljana: Nacionalni inštitut za javno zdrav-
je. Dostopno na http://www.nijz.si/sites/www.nijz.si/files/publikaci-
je-datoteke/ko_ucenca_strese_stres_2015.pdf (pridobljeno 16. 8.2017).
Jeriček Klanšček, H., Koprivnikar, H., Drev, A., Pucelj, V., Zupanič, T.,
Britovšek, K. (2015) Z zdravjem povezana vedenja v šolskem obdobju
med mladostniki v Sloveniji. Izsledki mednarodne raziskave HBSC,
2014. Ljubljana: Nacionalni inštitut za javno zdravje. Dostopno na
http://www.nijz.si/files/publikacije-datoteke/hbsc_2015_e_verzi-
ja30_06_2015.pdf (pridobljeno 16. 8. 2017).
Jethwani-Keyser, M. M. (2008) When teachers treat me well, I think I be-
long: School belonging and the psychological and academic well be-
ing of adolescent girls in urban India, Unpublished Dissertation. New
York, NY: New York University.
Juang, L. P., Silbereisen, R. K. (2002) The relationship between adolescent
academic capability beliefs, parenting and school grades. Journal of
Adolescence 25 (1), str. 3–18.
Kaplan, T.N. (2013) The multiple dimensions of parental involvement and
its links to young adolescent self-evaluation and academic achieve-
ment. Psychology in the Schools 50 (6), str. 634–649.
Kins E., Beyers W. (2010) Failure to launch, failure to achieve criteria for
adulthood? Journal of Adolescent Research 25, str. 743–777.
Kochel, K. P., Ladd, G. W., Rudolph, K. D. (2012) Longitudinal associa-
tions among youths‘ depressive symptoms, peer victimization, and
low peer acceptance: An interpersonal process perspective. Child
Development 83 (2), str. 637–650.
Konishi, C., Hymel, S., Zumbo, B., Li, Z. (2010) Do school bullying and
student-teacher relationships matter for academic achievement? A
multilevel analysis. Canadian Journal of School Psychology 25 (1), str.
19–39.
Leban, S. (2011) Psihološko osamosvajanje mladih na prehodu v odraslost
v povezavi z doseženimi merili odraslosti in subjektivnim zado-
voljstvom z življenjem. Diplomsko delo. Ljubljana: UL, Filozofska
fakulteta.
Malecki, C.K., Demaray, M.K. (2006) Social support as a buffer in the re-
lationship between socioeconomic status and academic performance.
School Psychology Quarterly 21 (4), str. 375–395.
151
