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šolsko polje, letnik xxviii, številka 5–6
Chang, L., McBride-Chang, C., Stewart, S., & Au, E. (2003). Life satisfac-
tion, self-concept, and family relations in Chinese adolescents and chil-
dren. International Journal of Behavioural Development, 27(2), 182–189.
Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy
and first-year college student performance and adjustment. Journal of
Educational Psychology, 93(1), 55–64.
Cole, D. A., Jacquez, F., & Maschman, T. L. (2001). Social origins of depres-
sive cognitions: A longitudinal study of self-perceived competence in
children. Cognitive Therapy and Research, 25, 377–395.
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., & Oishi, S.
(2017). Findings all psychologists should know from the new science
on subjective wellbeing. Canadian Psychology, 58(2), 87–104.
Dotterer, A. M., & Lowe, K. (2011). Classroom Context, School
Engagement, and Academic Achievement in Early Adolescence.
Journal of Youth and Adolescence, 40, 1649–1660.
Duchesne, S., & Ratelle, C. (2010). Parental Behaviours and Adolescents‘
Achievement Goals at the Beginning of Middle School: Emotional
Problems and Potential Mediators. Journal of Educational Psychology,
120(2), 497–507.
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ
in predicting academic performance of adolescents. Psychological sci-
ence, 16(12), 939–944.
Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote
youth development. Washington: National academy press.
Fredricks, J. A., Blumenfeld, P. C, & Paris, A. H. (2004). School en-
gagement: Potential of the concept, state of the evidence. Review of
Educational Research, 74, 59–109.
Garvik, M., Idsoe, T., & Bru, E. (2014). Depression and school engage-
ment among Norwegian upper secondary vocational school students.
Scandinavian Journal of Educational Research, 58(5), 592–608.
Ghazvini, S. D. (2011). Relationships between academic self-concept and
academic performance in high school students. Procedia - Social and
Behavioural Sciences, 15, 1034–1039.
Harter, S. (2006). The self. In N. Eisenberg, Handbook of child psychology
(505–571). Hoboken: Wiley.
Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C.
(2006). Reducing the academic risks of over-optimism: The longitudi-
nal effects of attributional retraining on cognition and achievement.
Research in Higher Education, 47(7), 755–779.
208
Chang, L., McBride-Chang, C., Stewart, S., & Au, E. (2003). Life satisfac-
tion, self-concept, and family relations in Chinese adolescents and chil-
dren. International Journal of Behavioural Development, 27(2), 182–189.
Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy
and first-year college student performance and adjustment. Journal of
Educational Psychology, 93(1), 55–64.
Cole, D. A., Jacquez, F., & Maschman, T. L. (2001). Social origins of depres-
sive cognitions: A longitudinal study of self-perceived competence in
children. Cognitive Therapy and Research, 25, 377–395.
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., & Oishi, S.
(2017). Findings all psychologists should know from the new science
on subjective wellbeing. Canadian Psychology, 58(2), 87–104.
Dotterer, A. M., & Lowe, K. (2011). Classroom Context, School
Engagement, and Academic Achievement in Early Adolescence.
Journal of Youth and Adolescence, 40, 1649–1660.
Duchesne, S., & Ratelle, C. (2010). Parental Behaviours and Adolescents‘
Achievement Goals at the Beginning of Middle School: Emotional
Problems and Potential Mediators. Journal of Educational Psychology,
120(2), 497–507.
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ
in predicting academic performance of adolescents. Psychological sci-
ence, 16(12), 939–944.
Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote
youth development. Washington: National academy press.
Fredricks, J. A., Blumenfeld, P. C, & Paris, A. H. (2004). School en-
gagement: Potential of the concept, state of the evidence. Review of
Educational Research, 74, 59–109.
Garvik, M., Idsoe, T., & Bru, E. (2014). Depression and school engage-
ment among Norwegian upper secondary vocational school students.
Scandinavian Journal of Educational Research, 58(5), 592–608.
Ghazvini, S. D. (2011). Relationships between academic self-concept and
academic performance in high school students. Procedia - Social and
Behavioural Sciences, 15, 1034–1039.
Harter, S. (2006). The self. In N. Eisenberg, Handbook of child psychology
(505–571). Hoboken: Wiley.
Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C.
(2006). Reducing the academic risks of over-optimism: The longitudi-
nal effects of attributional retraining on cognition and achievement.
Research in Higher Education, 47(7), 755–779.
208
