Page 212 - 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
Kozina, A., & Čufar, V. (2017). Psihometrične značilnosti Vprašalnika
Blagostanja. (unpublished material).
Kozina, A., Rožman, M., Perše, T. V., & Leban, T. R (2012). Predictive val-
ues of different school climate evaluations for TIMMS research find-
ings. Pedagoška obzorja, 27, 140.
Lerner, R. M. (2007). The good teen. New York: The Stonesong Press.
Lewis, A.D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satis-
faction and student engagement in adolescents. Journal of Youth and
Adolescence, 40, 249–262.
Li, Y. & Lerner, R. M. (2011). Trajectories of school engagement during ad-
olescence: Implications for grades, depression, delinquency, and sub-
stance use. Developmental Psychology, 47(1), 233–247.
Long, R. F., Huebner, S. E., Wedell, D. H., & Hills, K. J. (2012). Measuring
school related subjective wellbeing in adolescents. American Journal of
Orthopsychiatry, 82(1), 50–60.
Long, R. F., & Huebner, E. S. (2014). Differential validity of global and do-
main-specific measures of life satisfaction in the context of school-
ing. Child Indicators Research, 7(3), 671–694.
MacCann, C., & Roberts, R. D. (2013). Just as smart but not as successful:
Obese students obtain lower school grades but equivalent test scores to
non-obese students. International Journal of Obesity, 37, 40–46.
Malm, B., & Löfgren, H. (2006). Teacher competence and students’ conflict
handling strategies. Research in Education, 11(1), 62–73.
Martin, K., Huebner, E. S., & Valois, R. F. (2008). Does life satisfaction pre-
dict victimization experiences in adolescence? Psychology in the Schools,
45, 705–714.
Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., D‘Arrigo, V. G., &
Vitiello, B. (2007). The role of anxiety symptoms in school performance in
a community sample of children and adolescents. Retrieved from http://
www.biomedcentral.com/1471–2458/7/347.
Murray, C. (2009). Parent and teacher relationships as predictors of school
engagement and functioning among low-income urban youth. Journal
of Early Adolescence, 29, 376–404.
Ng, Z. J., Huebner, S. E., & Hills, K. J. (2015). Life satisfaction and academic
performance in early adolescents: Evidence for reciprocal association.
Journal of school psychology, 53, 497–491.
OECD (2016). PISA 2015 Assessment and Analytical Framework: Science,
Reading, Mathematic and Financial Literacy. OECD Publishing:
Paris.
210
Kozina, A., & Čufar, V. (2017). Psihometrične značilnosti Vprašalnika
Blagostanja. (unpublished material).
Kozina, A., Rožman, M., Perše, T. V., & Leban, T. R (2012). Predictive val-
ues of different school climate evaluations for TIMMS research find-
ings. Pedagoška obzorja, 27, 140.
Lerner, R. M. (2007). The good teen. New York: The Stonesong Press.
Lewis, A.D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satis-
faction and student engagement in adolescents. Journal of Youth and
Adolescence, 40, 249–262.
Li, Y. & Lerner, R. M. (2011). Trajectories of school engagement during ad-
olescence: Implications for grades, depression, delinquency, and sub-
stance use. Developmental Psychology, 47(1), 233–247.
Long, R. F., Huebner, S. E., Wedell, D. H., & Hills, K. J. (2012). Measuring
school related subjective wellbeing in adolescents. American Journal of
Orthopsychiatry, 82(1), 50–60.
Long, R. F., & Huebner, E. S. (2014). Differential validity of global and do-
main-specific measures of life satisfaction in the context of school-
ing. Child Indicators Research, 7(3), 671–694.
MacCann, C., & Roberts, R. D. (2013). Just as smart but not as successful:
Obese students obtain lower school grades but equivalent test scores to
non-obese students. International Journal of Obesity, 37, 40–46.
Malm, B., & Löfgren, H. (2006). Teacher competence and students’ conflict
handling strategies. Research in Education, 11(1), 62–73.
Martin, K., Huebner, E. S., & Valois, R. F. (2008). Does life satisfaction pre-
dict victimization experiences in adolescence? Psychology in the Schools,
45, 705–714.
Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., D‘Arrigo, V. G., &
Vitiello, B. (2007). The role of anxiety symptoms in school performance in
a community sample of children and adolescents. Retrieved from http://
www.biomedcentral.com/1471–2458/7/347.
Murray, C. (2009). Parent and teacher relationships as predictors of school
engagement and functioning among low-income urban youth. Journal
of Early Adolescence, 29, 376–404.
Ng, Z. J., Huebner, S. E., & Hills, K. J. (2015). Life satisfaction and academic
performance in early adolescents: Evidence for reciprocal association.
Journal of school psychology, 53, 497–491.
OECD (2016). PISA 2015 Assessment and Analytical Framework: Science,
Reading, Mathematic and Financial Literacy. OECD Publishing:
Paris.
210
