Page 214 - 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
and learning during late elementary and early middle school?
Developmental Psychology, 52(12), 2099–2117.
Suldo, S. M., Frank, M., Chappel, A., Albers, M., & Bateman, L. (2014).
American high school students’ perceptions of determinants of life sa-
tisfaction. Social Indicators Research, 118, 485–514.
Suldo, S. M., Riley, K. N., & Shaffer, E. J. (2006). Academic correlates of
children and life satisfaction. School Psychology International, 27,
567–582.
Taras, H. (2005). Physical Activity and Student Performance at School.
Journal of School Health, 75, 6, 214–218.
Thomas, N., Graham, A., Powell, M. A., & Fitzgerald, R. (2016).
Conceptualisations of children’s wellbeing at school: The contribution
of recognition theory. Childhood, 23(4), 506–520.
Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belong-
ingness, and engagement in school as contributors to adolescent psy-
chological wellbeing. Journal of Youth and Adolescence, 38, 1, 1–12.
Wang, M., & Holcombe, R. (2010). Adolescents‘ Perceptions of School
Environment, Engagement, and Academic Achievement in Middle
School. American Educational Research Journal, 47(3), 633–662.
Wentzel, K. R., McNamara Barry, C., & Caldwell, K. A. (2004).
Friendships in Middle School: Influences on Motivation and School
Adjustment. Journal of Educational Psychology, 96(2), 195–203.
White, J. C. (2007). Learner-Centered Teacher-Student Relationships Are
Effective: A Meta-Analysis. Review of Educational Research, 77(1),
113–143.
Zorza, J. P., Marino, J., de Lemus, S., & Mesas, A. A. (2013). Academic per-
formance and social competence of adolescents: Predictions based on
effortful control and empathy. The Spanish journal of psychology, 16.
212
and learning during late elementary and early middle school?
Developmental Psychology, 52(12), 2099–2117.
Suldo, S. M., Frank, M., Chappel, A., Albers, M., & Bateman, L. (2014).
American high school students’ perceptions of determinants of life sa-
tisfaction. Social Indicators Research, 118, 485–514.
Suldo, S. M., Riley, K. N., & Shaffer, E. J. (2006). Academic correlates of
children and life satisfaction. School Psychology International, 27,
567–582.
Taras, H. (2005). Physical Activity and Student Performance at School.
Journal of School Health, 75, 6, 214–218.
Thomas, N., Graham, A., Powell, M. A., & Fitzgerald, R. (2016).
Conceptualisations of children’s wellbeing at school: The contribution
of recognition theory. Childhood, 23(4), 506–520.
Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belong-
ingness, and engagement in school as contributors to adolescent psy-
chological wellbeing. Journal of Youth and Adolescence, 38, 1, 1–12.
Wang, M., & Holcombe, R. (2010). Adolescents‘ Perceptions of School
Environment, Engagement, and Academic Achievement in Middle
School. American Educational Research Journal, 47(3), 633–662.
Wentzel, K. R., McNamara Barry, C., & Caldwell, K. A. (2004).
Friendships in Middle School: Influences on Motivation and School
Adjustment. Journal of Educational Psychology, 96(2), 195–203.
White, J. C. (2007). Learner-Centered Teacher-Student Relationships Are
Effective: A Meta-Analysis. Review of Educational Research, 77(1),
113–143.
Zorza, J. P., Marino, J., de Lemus, S., & Mesas, A. A. (2013). Academic per-
formance and social competence of adolescents: Predictions based on
effortful control and empathy. The Spanish journal of psychology, 16.
212
