|
Reference
|
|
*** u: Dani defektologa Srbije, Zbornik rezimea. Zlatibor, 11-14 januar, Zlatibor: Društvo defektologa Srbije, str. 10-11
|
[ CR ] [ EČ ][ GS ]
|
Agostin, T.M., Bain, S.K. (1997) Predicting early school success with developmental and social skills screeners. Psychology in the Schools, 34(3): 219-228
|
[ CR ] [ EČ ][ GS ]
|
Allodi, M.W. (2010) The meaning of social climate of learning environments: Some reasons why we do not care enough about it. Learning Environments Research, 13(2): 89-104
|
[ EČ ][ GS ]
|
Baucal, A.D. (2012) Uticaj socio-ekonomskog statusa učenika na obrazovna postignuća: direktni i indirektni uticaji. Primenjena psihologija, 5(1); 5-24
|
[ CR ] [ EČ ][ GS ]
|
Birch, S.H., Ladd, G.W. (1997) The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1): 61-79
|
[ CR ] [ EČ ][ GS ]
|
Bramston, P., Fogarty, G. (2000) The assessment of emotional distress experienced by people with an intellectual disability: a study of different methodologies. Research in Developmental Disabilities, 21(6): 487-500
|
[ GS ]
|
Buha, N., Gligorović, M. (2013) Verbalna fluentnost kao prediktor uspeha u nastavi srpskog jezika i matematike kod dece sa lakom intelektualnom ometenošću. u: VII Međunarodni naučni skup “Specijalna edukacija i rehabilitacija danas”, Knjiga rezimea. Beograd, 27-29 septembar., Beograd: Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, str. 102-103
|
[ 1 ][ GS ]
|
Buha, N., Gligorović, M. (2015) Verbalna radna memorija kao činilac postignuća učenika u oblasti matematike. u: IV međunarodna naučnostručna konferencija “Metodički dani 2015.”, Kikinda, Knjiga rezimea, 148-150
|
[ GS ]
|
Buha, N., Gligorović, M. (2012) Intelektualne sposobnosti i uspeh u školi kod dece sa lakom intelektualnom ometenošću
|
[ CR ] [ EČ ][ 1 ][ GS ]
|
Carter, W.E., Hughes, C. (2005) Increasing Social Interaction Among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions. Research and Practice for Persons with Severe Disabilities, 30(4): 179-193
|
[ CR ] [ EČ ][ GS ]
|
Coolahan, K., Fantuzzo, J., Mendez, J., McDermott, P. (2000) Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3): 458-465
|
[ CR ] [ EČ ][ GS ]
|
de Bildt, A., Sytema, S., Kraijer, D., Sparrow, S., Minderaa, R. (2005) Adaptive functioning and behaviour problems in relation to level of education in children and adolescents with intellectual disability. Journal of Intellectual Disability Research, 49(9): 672-681
|
[ CR ] [ EČ ][ GS ]
|
Diprete, T.A., Jennings, J.L. (2012) Social and behavioral skills and the gender gap in early educational achievement. Social Science Research, 41(1): 1-15
|
[ CR ] [ EČ ][ 2 ][ GS ]
|
Elliott, S.N., Malecki, C.K., Demaray, M.K. (2001) New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, vol. 9, br. 1-2, 19-32
|
[ CR ] [ EČ ][ GS ]
|
Frostad, P., Pijl, S.J. (2007) Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1): 15-30
|
[ GS ]
|
Gligorović, M., Buha, N. (2013) Pažnja kao činilac akademskih postignuća kod dece sa lakom intelektualnom ometenošću. u: IV međunarodna naučno-stručna konferencija “Unapređenje kvalitete života djece i mladih”, Tematski zbornik apstrakata. Split, 22-23 jun, Udruženje za podršku i kreativni razvoj djece i mladih, Univerzitet u Tuzli, Edukacijsko-rehabilitacijski fakultet, str. 775-776
|
[ GS ]
|
Gligorović, M., Buha, N. (2015) Inhibitorna kontrola kao činilac postignuća učenika u oblasti matematike. u: IV međunarodna naučnostručna konferencija “Metodički dani 2015.”, Kikinda, Knjiga rezimea, 109-110
|
[ EČ ][ 2 ][ GS ]
|
Gligorović, M., Buha, N. (2012) Radna memorija i uspeh u školi kod dece sa lakom intelektualnom ometenošću. Beogradska defektološka škola, br. 2, str. 265-274
|
[ EČ ][ SC ][ GS ]
|
Gligorović, M., Buha-Đurović, N. (2011) Adaptivno ponašanje i postignuća u nastavi matematike kod dece sa lakom intelektualnom ometenošću. Specijalna edukacija i rehabilitacija, vol. 10, br. 1, str. 3-14
|
[ CR ] [ EČ ][ GS ]
|
Guralnick, M.J., Neville, B., Connor, R.T., Hammond, M.A. (2003) Family Factors Associated With the Peer Social Competence of Young Children With Mild Delays. American Journal on Mental Retardation, 108(4): 272
|
[ CR ] [ PM ] [ EČ ][ 1 ][ GS ]
|
Hall, I., Strydom, A., Richards, M., Hardy, R., Bernal, J., Wadsworth, M. (2005) Social outcomes in adulthood of children with intellectual impairment: evidence from a birth cohort. Journal of Intellectual Disability Research, 49(3): 171-182
|
[ CR ] [ EČ ][ GS ]
|
Hamre, B.K., Pianta, R.C. (2001) Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade. Child Development, 72(2): 625-638
|
[ 3 ][ GS ]
|
Harrison, P.L., Oakland, T. (2003) Adaptive behavior assessment system. Los Angeles: Western Psychological Services, second edition - manual
|
[ EČ ][ GS ]
|
Janošević, M., Petrović, B. (2015) Socijalni status i nasilno ponašanje učenika osnovne škole - efekti na akademsko postignuće. Primenjena psihologija, 8(2); 147-165
|
[ CR ] [ EČ ][ GS ]
|
Koster, M., Pijl, S.J., Nakken, H., van Houten, E. (2010) Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education, 57(1): 59-75
|
[ EČ ][ 1 ][ GS ]
|
Lane, K.L., Givner, C.C., Pierson, M.R. (2004) Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. Journal of Special Education, vol. 38, br. 2, 104-110
|
[ CR ] [ EČ ][ GS ]
|
Legewie, J., DiPrete, T.A. (2012) School Context and the Gender Gap in Educational Achievement. American Sociological Review, 77(3): 463-485
|
[ CR ] [ EČ ][ GS ]
|
Liem, G.A.D., Martin, A.J. (2011) Peer relationships and adolescents’ academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2): 183-206
|
[ CR ] [ EČ ][ GS ]
|
Maldonado‐Carreño, C., Votruba-Drzal, E. (2011) Teacher-Child Relationships and the Development of Academic and Behavioral Skills During Elementary School: A Within- and Between-Child Analysis. Child Development, 82(2): 601-616
|
[ EČ ][ 2 ][ SC ][ GS ]
|
Mirkov, S.I., Opačić, G.Đ. (1997) Doprinos različitih faktora u ostvarivanju veza između navika i tehnika učenja i školskog postignuća učenika. Psihologija, vol. 30, br. 3, str. 181-196
|
[ CR ] [ EČ ][ GS ]
|
Paterson, L., Mckenzie, K., Lindsay, B. (2011) Stigma, Social Comparison and Self-Esteem in Adults with an Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 25(2): 166-176
|
[ EČ ][ 1 ][ GS ]
|
Pianta, R.C., Stuhlman, M.W. (2004) Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3); 444-458
|
[ CR ] [ EČ ][ GS ]
|
Romer, N., Ravitch, N.K., Tom, K., Merrell, K.W., Wesley, K.L. (2011) Gender differences in positive social-emotional functioning. Psychology in the Schools, 48(10): 958-970
|
[ CR ] [ EČ ][ GS ]
|
Rudasill, K.M., Niehaus, K., Buhs, E., White, J.M. (2013) Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades. Journal of School Psychology, 51(6): 701-716
|
[ CR ] [ EČ ][ GS ]
|
Sabornie, E.J., Cullinan, D., Osborne, S.S., Brock, L.B. (2005) Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis. Exceptional Children, 72(1): 47-63
|
[ EČ ][ 4 ][ SC ][ GS ]
|
Spasenović, V., Mirkov, S. (2007) Interventni programi razvijanja socijalnih veština učenika. Nastava i vaspitanje, vol. 56, br. 1, str. 56-65
|
[ CR ] [ EČ ][ GS ]
|
Spilt, J.L., Hughes, J.N., Wu, J.Y., Kwok, O.M. (2012) Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success. Child Development, 83(4): 1180-1195
|
[ EČ ][ GS ]
|
Šarčević, D., Vasić, A. (2014) Sociodemografski i psihološki korelati školskog uspeha. Primenjena psihologija, 7(3); 401-427
|
[ EČ ][ SC ][ GS ]
|
Vujić, S., Baronijan, H. (2013) Odnos između pohađanja predškolskog obrazovanja i školskog uspeha učenika i učenica i mogućnosti unapređenja predškolskog obrazovanja u Srbiji. Psihološka istraživanja, vol. 16, br. 2, str. 105-140
|
[ CR ] [ EČ ][ GS ]
|
Webster-Stratton, C., Reid, M.J. (2004) Strengthening Social and Emotional Competence in Young Children-The Foundation for Early School Readiness and Success. Infants & Young Children, 17(2): 96-113
|
[ CR ] [ EČ ][ 1 ][ GS ]
|
Wentzel, K.R. (1991) Social competence at school: Relations between social responsibility and academic achievement. Review of Educational Research, vol. 61, br. 1, 1-24
|
[ CR ] [ EČ ][ GS ]
|
Zins, J.E., Bloodworth, M.R., Weissberg, R.P., Walberg, H.J. (2007) The Scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17(2-3): 191-210
|
|
|
|