Page 211 - 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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kozina, m. štraus ■ relationship between academic achievement and wellbeing ...
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development
and social and emotional learning. Building academic success on social
and emotional learning: What does the research say, 135–150.
Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic
self-efficacy mediates the effects of school psychological climate on aca-
demic achievement. School Psychology Quarterly, 30(1), 64–74.
Huebner, E.S., Gilman, R., & Laughlin, J.E. (1999). A multi-method investi-
gation of the multidimensionality of children’s wellbeing reports: dis-
criminant validity of life satisfaction and self-esteem. Social indicators
research, 46, 1, 1–22.
Huesmann, L. R. (1994). Aggressive behaviour – current perspectives. New
York & London: Plenum Press.
IEA (2017). IDB Analyzer. Available from: http://www.iea.nl/data.html
[Accessed: 7 April 2017]
Jacobson, L. T. & Burdsal, C. A. (2012). Academic performance in middle
school: Friendship influences. Global Journal of Community Psychology
Practice, 2(3), 1–12.
Johnson, D. W., Johnson, R. T., & Roseth, C. J. (2012). Competition
and performance: More facts, more understanding? Comment on
Murayama and Elliot (2012).
Juriševič, M. (1999). Samopodoba šolskega otroka [Academic self concept].
Ljubljana: Pedagoška fakulteta.
Kehle, T.J., & Bray, M.A. (2004). RICH theory: The promotion of happi-
ness. Psychology in the Schools, 41, 43–49.
Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The
EPOCH Measure of Adolescent Wellbeing. Psychological assess-
ment, 28(5), 586.
Kirkcaldy, B., Furnham, A., & Siefen, G. (2004). The relationship between
health efficacy, educational attainment, and wellbeing among 30 na-
tions. European Psychologist, 9(2), 107–119.
Konu, A., Alanen, E., Lintonen, T., & Rimpelä, M. (2002). Factor struc-
ture of the School wellbeing model. Health Education Research, 17(6),
732–742.
Kozina, A., Rožman, M., Perše, T. V., & Leban, T. R. Predictive values of
different school climate evaluations for TIMSS research findings.
Pedagoška obzorja, 27, 140.
Kozina, A. (2011). Agresivnost kot odgovor na anksioznost in vloga obeh v šol-
skem prostoru. Doktorska disertacija.
209
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development
and social and emotional learning. Building academic success on social
and emotional learning: What does the research say, 135–150.
Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic
self-efficacy mediates the effects of school psychological climate on aca-
demic achievement. School Psychology Quarterly, 30(1), 64–74.
Huebner, E.S., Gilman, R., & Laughlin, J.E. (1999). A multi-method investi-
gation of the multidimensionality of children’s wellbeing reports: dis-
criminant validity of life satisfaction and self-esteem. Social indicators
research, 46, 1, 1–22.
Huesmann, L. R. (1994). Aggressive behaviour – current perspectives. New
York & London: Plenum Press.
IEA (2017). IDB Analyzer. Available from: http://www.iea.nl/data.html
[Accessed: 7 April 2017]
Jacobson, L. T. & Burdsal, C. A. (2012). Academic performance in middle
school: Friendship influences. Global Journal of Community Psychology
Practice, 2(3), 1–12.
Johnson, D. W., Johnson, R. T., & Roseth, C. J. (2012). Competition
and performance: More facts, more understanding? Comment on
Murayama and Elliot (2012).
Juriševič, M. (1999). Samopodoba šolskega otroka [Academic self concept].
Ljubljana: Pedagoška fakulteta.
Kehle, T.J., & Bray, M.A. (2004). RICH theory: The promotion of happi-
ness. Psychology in the Schools, 41, 43–49.
Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The
EPOCH Measure of Adolescent Wellbeing. Psychological assess-
ment, 28(5), 586.
Kirkcaldy, B., Furnham, A., & Siefen, G. (2004). The relationship between
health efficacy, educational attainment, and wellbeing among 30 na-
tions. European Psychologist, 9(2), 107–119.
Konu, A., Alanen, E., Lintonen, T., & Rimpelä, M. (2002). Factor struc-
ture of the School wellbeing model. Health Education Research, 17(6),
732–742.
Kozina, A., Rožman, M., Perše, T. V., & Leban, T. R. Predictive values of
different school climate evaluations for TIMSS research findings.
Pedagoška obzorja, 27, 140.
Kozina, A. (2011). Agresivnost kot odgovor na anksioznost in vloga obeh v šol-
skem prostoru. Doktorska disertacija.
209
