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Positive Youth Development and Academic Achievement in Slovenia · Study

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ArticlePositive Youth Development and Academic Achievement in Slovenia

Ana Kozina2018

Article2018

Positive Youth Development and Academic Achievement in Slovenia

Ana Kozina · Nora Wiium · Jose‐Michael Gonzalez · Radosveta Dimitrova

62 citations·0/0 files stored·Child & Youth Care Forum

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Youth Development and Social Support Early Childhood Education and Development Education, Achievement, and Giftedness

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References

1999Self-Efficacy: The Exercise of Control 2002Motivational Beliefs, Values, and Goals 2000Expectancy–Value Theory of Achievement Motivation 1995Motivation in Education: Theory, Research, and Applications 1996Self-Efficacy Beliefs in Academic Settings 2007Handbook of Child Psychology 1993Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.2009Handbook of Motivation at School

Cited by

2019Contributions of Positive Youth Development to Intervention Science 2021DevelopmentalAssets, Academic Achievement and Risky Behaviors Among Albanians in Albania, Kosovo, Macedonia and Serbia 2020Long-Term Self-Regulation Moderates the Role of Internal Resources for Resilience in Positive Youth Development in Portugal 2021Positive Youth Development in the Digital Age: Expanding PYD to Include Digital Settings 2021Social Support Among Slovene Minority and Italian Majority Youth in Italy: Links with Positive Identity, Social Competence and Academic Achievement

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Details

Year2018

Typearticle

Published2018-06-06

VenueChild & Youth Care Forum

ISSN-L1053-1890

Languageen

Citations62

Files0 public / 0

ShelfYouth Development and Social Support

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doi10.1007/s10566-018-9457-y

openalex_workW2807540366

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2022Toward an Integrative Paradigm of Positive Youth Development: Implications for Research, Practice, and Policy

2021The Five Cs Model of Positive Youth Development and the PATHS Project in Mainland China

2021Positive youth development: A brief review of literature with implications for school-based psychological interventions