Page 158 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
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šolsko polje, letnik xxviii, številka 5–6
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156
dropout in Cape Town, South Africa. South African Journal of
Psychology 38 (1), str. 21–32.
Trautwein, U., Ludtke, O. (2007) Epistemological beliefs, school achieve-
ment, and college major: A large-scale longitudinal study on the im-
pact of certainty beliefs. Contemporary Educational Psychology 32,
str. 348–366.
Wikipedija (brez datuma) Podatki o BDP na prebivalca https://sl.wikipe-
dia.org/wiki/Seznam_dr%C5%BEav_ po_BDP_na_ prebivalca.
Zeidner, M. (2007) Test anxiety in educational contexts: Concepts, find-
ings, and future directions. V Schutz, P.A., Pekrun, R. (ur.) Emotion
in Education, str. 165–184. Boston, MA: Elsevier Academic Press.
Zimmerman, B. J. (1998) Academic studying and the development of per-
sonal skill: A self-regulatory perspective. Educational psychologist 33,
str. 73–86.
Zimmerman, B. J. , Cleary, T. J. (2006) Adolescents‘ development of per-
sonal agency. V Pajares, F., Urdan, T. (ur.) Self-Efficacy Beliefs of
Adolescents, str. 45–71. Greenwich, Connecticut: Information Age
Publishing.
Zupančič, M., Gril, A., Štraus, M., Brečko, B. N. (2002) Mednarodna prim-
erjava obremenjenosti učencev z vidika otrokovega in mladostniko-
vega psihosocialnega razvoja, poročilo evalvacijske študije. Ljubljana:
Pedagoški inštitut.
156
