REFERENCES
Aspinwall, Lisa G – Staudinger, Ursula M. (eds.): A Psychology of Human Strengths. Fundamental Questions for a Positive Psychology, Washington: American Psychological Association, 2004.
Astor, Ron Avi – Guerra, Nancy – van Acker, Richard: How can we improve school safety research?, Educational Researcher 39 (2010), 69–78, https://doi.org/10.3102/0013189X09357619
Augustinus, Aurelius: Vyznání I – IX, Praha: OIKOYMEN, 2019.
Bakker, Arnold B: Flow among Music Teachers and Their Students: The Crossover of Peak Experiences, Journal of Vocational Behavior 66(1), 2005, 26–44. https://doi.org/10.1016/j.jvb.2003.11.001
Baranyai, Ladislav: Škola s pointou Veľkého diela navrhnutá ako komunitné edukačné centrum, in Zuzana Čačová – Peter Lenčo: Škola ako aktér zmeny v životoch detí a komunite, Bratislava, Nadácia otvorenej spoločnosti – Open Society Foundation, s. 2016, 7–32.
Barrett, Richard (2010): The New Leadership Paradigm: Leading Self, Leading Others, Leading an Organization, Leading in Society. USA: The Values Center; in Baranyai (2016).
Bilčík, Alexander – Balážová, Jana: Na ceste ku kvalite a inklúzii v strednej škole, Týn nad Vltavou – Malá Strana, Nová Forma s. r .o., 2021.
Birkett, Michelle – Espelage, Dorothy L. – Koening, Brian: LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes, Journal of Youth and Adolescence 38 (2009), 989–1000, http://dx.doi.org/10.1007/s10964-008-9389-1
Bittner, Igor: Súvislosť sociálno-emocionálneho zdravia a depresie u žiakov stredných škôl. Diplomová práca. Bratislava, PEVŠ, 2017.
Blaštíková, Lucie: Významné oblasti pozitívního klimatu školy v kontextu vybraných modelů, Lifelong Learning – celoživotní vzdělávaní 8 (2018), 25–41.
Bronfenbrenner, Urie (ed.): Making human beings human: Bioecological perspectives on human development, Sage Publications Ltd, 2005.
Bronk, Kendall Cotton – Hill, Patrick L. – Lapsley, Daniel K. – Talib, Tasneem L. – Finch, Holmes: Purpose, hope, and life satisfaction in three age groups, The Journal of Positive Psychology 4 (2009), 500–510, https://doi.org/10.1080/17439760903271439
Brookmayer, Kathryn A. – Fanti, Kostas A. – Henrich, Christopher C.: Schools, Parents, and Youth Violence: A Multilevel, Ecological Analysis, Journal of Clinical Child and Adolescent Psychology, 35 (2006), 504–514, http://dx.doi.org/10.1207/s15374424jccp3504_2
Campbell, Neil A. – Reece, Jane B.: Biology, San Francisco, Benjamin Cummings, 2005.
Celestine, Nicole A.: Broaden-and-Build Theory of Positive Emotions, PositivePsychology, Positive Emotions (2016), https://positivepsychology.com/broaden-build-theory/ (Registration Number: 64733564).
Chu, Po Se – Saucier, Donald A. – Hafner, Eric: Meta-Analysis of the Relationships between Social Support and Well-Being in Children and Adolescents, Journal of Social & Clinical Psychology 29 (2010), 624–645, http://dx.doi.org/10.1521/jscp.2010.29.6.624
Csikszentmihalyi, Mihaly: Flow. O štěstí a smyslu života, Praha, Portál, 2015.
Csikszentmihalyi, Mihaly – Hunter, Jeremy: 2003. Happiness in everyday life: The uses of experience sampling, Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being 4 (2003), 185–199, https://doi.org/10.1023/A:1024409732742
Čapek, Róbert: Třídní klima a školní klima. Praha, Grada Publishing, a.s., 2010.
Čerešník, Michal – Čerešníková, Miroslava: Exekutívne funkcie dospievajúcich vo veku 10-15 rokov. Vývinové trendy, in Eva Gajdošová (ed.): Pozitívna psychológia pre pozitívny život, Bratislava, Fakulta psychológie PEVŠ, 2018.
Čeretková, Soňa et al.: Kompetencie učiteľa hodnotenie sebahodnotenie, Praha, Verbum, 2019.
Damon, William – Menon, Jenni – Bronk, Kendall Cotton (2003): The development of purpose during adolescence, Applied Developmental Science 7 (2003), 119–128, https://doi.org/10.1207/S1532480XADS0703_2
Dargová, Jarmila – Čonková, Ľubomíra: Emocionálna inteligencia a tvorivá výučba, Prešov, Privatpress, 2002.
Devine, John – Cohen, Jonathan: Making your school safe: Strategies to protect children and promote learning, New York, Teachers College Press, 2007.
Doktorová, Dominika – Ručková, Gabriela: Účinnosť rolových hier na vyjadrenie emócií vo vzťahu matka a dieťa, Psychológia a patopsychológia dieťaťa, 1 (2), (2015), 31–39.
Dweck, Carol S.: Mindset: The New Psychology of Success, New York, Random House Publishing Group, 2006.
Ďuríková, Kornélia: Pozitívna edukácia, charakter a jeho silné stránky. Študijný materiál spracovaný pre interné potreby Štátnej školskej inšpekcie, 2016.
Eger, Ludvik – Čermák, Jan: Podniková kultura a kvalita pracovního života na základných školách, Pedagogika 49 (1999), 57–68.
Ekman, Paul – Friesen, Wallace V. (1982): Felt, false, and miserable smiles, Journal of Nonverbal Behavior (6), 238–258.
Eliot, Megan – Cornell, Dewey – Gregory, Anne – Fan, Xitao (2010): Supportive school climate and student willingness to seek help for bullying and threats of violence, Journal of School Psychology 48, 533–553, https://doi.org/10.1016/j.jsp.2010.07.001
Fan, Weihua – Williams, Cathy M. – Corkin, Danya Marie: A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors, Psychology in the Schools 48 (2011), 632–647, https://doi.org/10.1002/pits.20579
Felcmanová, Lenka (2021): Wellbeing ve vzdělávání, nadstavba nebo nutnost?, Řízení školy (6), 2021.
Ferrari, Pier – Gallese, Vittorio (2007): Mirror neurons and intersubjectivity. On Being Moved: From Mirror Neurons to Empathy, https://doi.org/10.1075/aicr.68.08fer
Flavell, John H. et al.: The development of role-taking and communication skills in children, New York, Wiley, 1968.
Ford, Richard et al.: Federal Intervention in Teacher Education, American Behavioral Scientist (23)2, (1979), 145–168, https://doi.org/10.1177/000276427902300202
Fox Eades, Jennifer M.: Celebrating Strengths: Building Strengths-based Schools, CAPP Press, 2008.
Franco, Zeno – Allison, Scott T. – Kinsella, Elaine L. et al. (2016): Heroism Research: A Review of Theories, Methods, Challenges, and Trends, Journal of Humanistic Psychology 58(4), 382–396, https://doi.org/10.1177/0022167816681232
Franková, Emilie (2004): Organizační kultura podporující inovace, in Lukášová, Ružena – Nový, Ivan et al.: Organizační kultura, Praha, Grada, 2004.
Fredrickson, Barbara, L.: The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions, American Psychologist 56 (2001), 218–226, https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, Barbara.: Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome negativity, and thrive, Crown Publishers, Random House, 2009.
Fredrickson, Barbara L.: Positivity: Groundbreaking Research to Release Your Inner Optimist and Thrive, London, Oneworld Publications, 2011.
Froh, Jeffrey J. – Wood, Alex M. – Geraghty, Adam W. A. (2010): Gratitude and well-being: A review and theoretical integration, Clinical Psychology Review 30(2010), 890–905, https://doi.org/10.1016/j.cpr.2010.03.0005
Fullan, Michael: Leading in a Culture of Change, San Francisco, CA: Jossey-Bass, 2007.
Furlong, Michael James et al.: Preliminary development and validation of the social and emotional health survey for secondary school students, Social Indicators Research 117 (2014), 1011–1032, https://doi.org/10.1007/s11205-013-0373-0
Furlong, John: Teaching tomorrow’s teachers, 2015, https://media.bloomsbury.com/rep/files/teaching-tomorrows-teachers-final1.pdf
Gable, Shelly L. – Reis, Harry T. (2010): Good news! Capitalizing on positive events in an interpersonal context, Advances in experimental social psychology 42(2010), 195–257, https://doi.org/10.1016/S0065-2601(10)42004-3
Gáborová, Ľubica –Porubčanová, Dáša: Vývinová psychológia Vysokoškolská učebnica, Brno, Tribun EU, 2017.
Gajdošová, Eva: Sociálno-emocionálne zdravie ako významný indikátor kvality školy, in Eva Gajdošová – Marek Madro – Marta Valihorová (eds.): Duševné zdravie a wellbeing virtuálnej generácie, Bratislava: IPčkop, 2018, 245–253.
Gajdošová, Eva – Bisaki, Veronika: Rola školského psychológa v kontexte pozitívnej psychológie, Školský psychológ. Školní psycholog 16 (2015), 96–100.
Gillham, Jane et al. (2011): Character strengths predict subjective well-being during adolescence, The Journal of Positive Psychology, 6(1), 31–44.
Gilman, Rich – Huebner, E. Scott – Furlong, Michael J. (eds.): Handbook of positive psychology in schools, New York, Routledge – Taylor & Francis Group, 2009, https://doi.org/10.4324/9780203884089
Goldstein, Sara E. – Young, Amy – Boyd, Carol: Relational aggression at school: Associations with school safety and social climate, Journal of Youth and Adolescence 37, (2008), 641–654.
Goleman, Daniel: Emocionálna inteligencia, MESTO Citadella, 2017.
Gottfredson, Gary D. – Gottfredson, Denise C. – Payne, Allison Ann – Gottfredson, Nisha C. (2005): School Climate Predictors of School Disorder: Results from a National Study of Delinquency Prevention. Schools, Journal of Research in Crime and Delinquency 42(2005), 412–444, https://doi.org/10.1177/0022427804271931
Grecmanová, Helena (2003): Vyučovací klima, Pedagogická orientace, 12 (2), 2003, 2–19.
Gregory, Anne – Cornell, Dewey – Fan, Xitao. (2011): The relationship of school structure and support to suspension for rate Black and White high-school students, American Educational Research Journal 48, 904–934, https://doi.org/10.3102/0002831211398531
Halama, Peter: Profil zmyslu života – pokus o grafickú reprezentáciu hodnotovej štruktúry osobnosti, in Kazimierz Popielski – Eva Naništová – Judita Stempelová (eds.): K psychológii osobného subjektu – II. poľsko-slovenské sympózium, Trnava, Inštitút existenciálnejpsychológie a noo-logoterapie, 2001, 93–106.
Halama, Peter: Vývin a konštrukcia škály životnej zmysluplnosti, Československá psychologie 46(2002), 265–276.
Halama, Peter: Zmysel života z pohľadu psychológie, Bratislava, SAP, 2007, https://www.researchgate.net/publication/280384756_Zmysel_zivota_a_fenomen_flow_Meaning_of_Life_and_the_Flow
Hanuliaková, Jana: Škola – prostredie podporujúce osobnosť žiaka, Prohuman, Pedagogika/psychológia, 2016, https://www.prohuman.sk/pedagogika/skola-prostredie-podporujuce-osobnost-ziaka
Hanuliaková, Jana – Hollá, Katarína: Agresívne správanie sa žiakov a jeho vplyv na klímu triedy, Vychovávateľ 56 (2008), 5–9.
Hassed, Craig: The Essence of Health: The Seven Pillars of Wellbeing, Sydney, Random House, 2008.
Hawker, Dawid S. J. – Boulton, Michael J.: 2000. Twenty Years’ Research on Peer Victimization and Psychosocial Maladjustment: A Meta-Analytic Review of Cross-Sectional Studies Journal of Child Psychology and Psychiatry and Allied Disciplines 41 (2000), 441–455, https://doi.org/10.1111/1469-7610.00629
Held, Barbara S.: The negative side of positive psychology, Journal of Humanistic Psychology, 44, (2004), 9–46, https://doi.org/10.1177/0022167803259645
Hendren, Robert – Birrell Weisen, Rona – Orley, John H. – World Health Organization: Division of Mental Health. Mental health programmes in schools, 1994, https://apps.who.int/iris/handle/10665/62308
Hicks, Joshua A. – King, Laura A.: Positive mood and social relatedness as information about meaning in life, The Journal of Positive Psychology 4(2009), 471–482, https://doi.org/10.1080/17439760903271108
Hoffman, Martin L.: Empathy and moral development: Implications for caring and justice, Cambridge, Cambridge University Press, 2000, https://doi.org/10.1017/CBO9780511805851
Hollá, Katarína: Kyberšikana, Bratislava, Iris, 2013.
Huebner, E. Scott – Gilman, Rich – Furlong, Michael J. (2009): A conceptual model for research in positive psychology in children and youth, in Rich Gilman – E. Scott Huebner – Michael J. Furlong (eds.): Handbook of positive psychology in schools, Routledge/Taylor & Francis Group, 2009, 3–8.
Hunter, Jeremy – Csikszentmihalyi, Mihaly: Happiness in everyday life: The uses of experience sampling, Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being 4(2003), 185–199, https://doi.org/10.1023/A:1024409732742
Janštová, Eva – Slezáčková, Alena: Pozitivní edukace: inspirace pro zlepšení kvality vzdělávání, Lifelong Learning 8 (2018), 7–24, https://doi.org/10.11118/lifele201808037
Jones, Vicki – Jo, Jun H. (2004): Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology, in R. Atkinson – C. McBeath – D. Jonas-Dwyer – R. Phillips (eds.): Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, 468–474. Perth, 5–8 December. http://www.ascilite.org.au/conferences/perth04/procs/jones.html
Kačáni, Vladislav: Základy učiteľskej psychológie, Bratislava, Slovenské pedagogické nakladateľstvo-Mladé letá, 1997.
Kahancová, Mária – Nábělková, Eva: 2013. Integrita ako cnosť z pohľadu psychológie (Integrity as a Virtue in Psychology), in Lada Kaliská: Vybraté aspekty psychológie morálky, Banská Bystrica, PF UMB, 2013, 72–87.
Kantorová, Jana: Školní klima na školách poskytujících střední vzdělání s výučním listem, Olomouc, UPOL, 2015.
Karcher, Michael J.: The cycle of violence and disconnection among rural middleschool students: Teacher disconnectedness as a consequence of violence, Journal of School Violence 1(2002), 35–51, https://doi.org/10.1300/J202v01n01_03
Kardos, Susan, M. et al. (2007): On Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues, The Teachers College Record, 109(9), 2083–2106, https://doi.org/10.1177/016146810710900903
Keyes, Corey L. M.: Mental health in adolescence: Is America’s youth flourishing?, American Journal of Orthopsychiatry 76 (2006), 395–402, http://dx.doi.org/10.1037/0002-9432.76.3.395
Klein, Jennifer – Cornell, Dewey. – Konold, Timothy (2012): Relationship between bullying school climate and student risk behaviors, School Psychology Quarterly, 27, 154–169, https://doi.org/10.1037/a0029350
Koníčková, Jaroslava: Šťastie v školách: Nezabúdajme na vďačnosť, Eduworld, portál pre vzdelávanie a samovzdelávacie, Bratislava, Eduworld s. r. o., 2019. https://eduworld.sk/cd/jaroslava-konickova/407/stastie-v-skolach-nezabudajme-na-vdacnost
Koreňová, Soňa: Príklady dobrej praxe – Aktivity na triednických hodinách, Didaktika, ročník 2020, číslo 6/2020, https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
Kosciw, Joseph – Diaz, Elizabeth M.: National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools, New York, Gay, Lesbian and Straight Education Network, 2006.
Košťálová, Lucia: Úvod do psychológie, Brno, Tribun EU, 2016.
Kováč, Damián: Cnosti – faktorové vlastnosti – systémové regulátory, Československá psychologie 51 (1997), 559–564.
Kremnická, Magdaléna:. Tvorba kompetenčného modelu vysokoškolského učiteľa z pohľadu rôznych skupín študentov in: JUVENILIA PAEDAGOGIC, Trnava, Trnavská univerzita, 2021, 85–96.
Křivohlavý, Jaro: Pozitivní psychologie, Praha, Portál, 2010, 2015.
Larson, Reed W. (2000): Toward a psychology of positive youth development, American Psychologist, 55(1), 170–183.
Linkins, Mark – Niemiec, Ryan M. – Gillham, Jane. – Mayerson, Donna (2015): Through the lens of strength: A framework for educating the heart, The Journal of Positive Psychology, 10(1), 64–68
Liška, Roman: Spokojenosť žáků středných odborných škol v hlavním městě Praze, in Prohuman, Andragogika/Výskumné príspevky, 2021. https://www.prohuman.sk/print/andragogika/spokojenost-zaku-strednich-odbornych-skol-v-hlavnim-meste-praze
Lleras, Christy: Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings, Social Science Research 37 (2008), 888–902, https://doi.org/10.1016/j.ssresearch.2008.03.004
Lynch, Matthew: It’s time for a change: school reform for the next decade, 2012, CHOICE: Current Reviews for Academic Libraries, American Library Association CHOICE, 49(10), 1935.
Macek, Petr: Adolescence, Praha, Portál, 2003.
Malík, Branislav: Pedagogická antropológia I. Antropologické pozadie výchovy, Bratislava, Vydavateľstvo IRIS, 2013.
Maslowski, Ralf (2001): School culture and school performance, Netherlands, Twente University Press.
Mareš, Jiří: Posttraumatický rozvoj člověka, Praha, Grada, 2012.
Mareš, Jiří: Pozitívní psychologie – důvod k zamyšlení i výzva, Čs. psychologie 2 (2002), 97–117.
Mareš, Jiří: Nová taxonomie kladných stránok človeka – inšpirácia pre pedagogiku a pedagogickou psychologii, Pedagogika LVIII (2008), 4–20.
Mellibruda, Jerzy: Ja-Ty-My. Možnosti psychológie zlepšovať medziľudské vzťahy, Bratislava, Smena, 1990.
Meraviglia, Martha G. – Becker, Heather – Rosenbluth, Barri – Sanchez, Ellen – Robertson, Trina (2003): The expect respect project: Creating a positive elementary
school climate, Journal of Interpersonal Violence 18, 1347–1360, https://doi.org/10.1177/0886260503257457
Meyer-Adams, Nancy – Conner, Bradley T. (2008): School violence: Bullying behaviours and the psychosocial school environment in middle schools, Children & Schools, 30, 211–221, https://doi.org/10.1093/cs/30.4.211
Moore, Catherina: What is Positive Education, and How Can We Apply It?, 2020. https://positivepsychology.com/what-is-positive-education/
Myers, David, G.: The Funds, Friends, and Faith of Happy People. February 2000, American Psychologist 55 (2000), 56–67, https://doi.org/10.1037/0003-066X.55.1.56
Noble, Toni – McGrath, Helen: Prosper: A New Framework for Positive Eduaction, Psych Well-Being 5, (2015), http://doi.org/10.1186/s13612-015-0030-2
Norrish, Jacolyn M. – Seligman, Martin E. (2015): Positive education: The Geelong Grammar School journey, Oxford Positive Psychology Series.
Nováčková, Jana: Mýty ve vzdělávání, Kroměříž, Spirála, 2010.
Novotný, Jan Sebastian – Křeménková, Lucie: The relationship between resilience and academic performance at youth placed at risk, Československá Psychologie: Časopis Pro Psychologickou Teorii a Praxi 60 (2016), 553–566.
Nowicki, S. Jr. – Duke, M. P.: The association of children’s nonverbal decodingabilities with their popularity, locus of control, and academic achievement, Journal of Genetic Psychology, 153 (1992b), 385–393, https://doi.org/10.1080/00221325.1992.10753734
Nowicki, S. Jr. – Duke, M. P.: Individual Differences in the Nonverbal Communication of Affect, Journal of Nonverbal Behavior 18(1994), 9–35, https://doi.org/10.1007/BF02169077
Orosová, Renáta: Zážitková pedagogika v pregraduálnej príprave, Košice, Vydavateľstvo ŠafárikPress, 2020.
Paus, Tomas – Keshavan, Matcheri – Giedd, Jay N.: Why do many psychiatric disorders emerge during adolescence?, Nature Reviews Neuroscience 9 (2008), 947–57, https://www.nature.com/articles/nrn2513
Peterson, Christopher – Park, Nansook – Sweeney, Patrick J.: Group Well-Being: Morale from a Positive Psychology Perspective, Applied Psychology 57 (2008), 19–36, https://doi.org/10.1111/j.1464-0597.2008.00352.x
Peterson, Christopher – Park, Nansooka – Seligman, Martin E.: Orientations to happiness and life satisfaction: The full life versus the empty life, Journal of Happiness Studies 6 (2005), 25–41.
Peterson, Christopher – Seligman, Martin: Character Strengths and Virtues: A Handbook and Classification, Washington DC, Oxford University Press – American Psychological Association, 2004.
Simmel, G.: The sociology of Georg Simmel, tr. Kurt H. Wolff, Glencoe, IL, Free Press, 1950.
Peterson, Christopher: A primer in positive psychology, Oxford University Press, 2006.
Petlák, Erich: Inovácie v didaktike, Bratislava, Wolters Kluwer, 2020.
Petlák, Erich: Vplyv emócií a edukáciu, Manažment školy v praxi : odborný mesačník pre školy a školské zariadenia 13 (2018), 2–7.
Petlák, Erich: Klíma školy a klíma triedy, Bratislava, Iris, 2006.
Petrulyte, Ala – Guogiene, Virginija – Rimiene, Vaiva: Adolescent Social Emotional Health, Empathy, and Self-esteem: Preliminary Validation of the Lithuanian Version of the SEHS-S Questionnaire, Psychology in Russia. State of the arts 12 (2019), 196–209.
Radnóti, Erik – Holbling, Silvia: Sociálno-emocionálne zdravie stredoškolákov v kontexte depresie, in Duševné zdravie a wellbeing virtuálnej generácie: Zborník príspevkov z medzinárodnej vedeckej konferencie 21.11.2018, Bratislava, IPčko, 2018, 298–304.
Resnicka, Stella et al. (2001): The Humanistic Psychology and Positive Psychology Connection: Implications for Psychotherapy, Journal of Humanistic Psychology 41(1):73–101, https://doi.org/10.1177/0022167801411006
Rey Arguís, Ricardo et al. (2010): Programa “AULAS FELICES” Psicología Positiva aplicada a la Educación. Equipo SATI (2010), http://catedu.es/psicologiapositiva (Accessed June, 28, 2012.)
Rivers, Ian – Poteat, V. Paul – Noret, Nathalie – Ashurst, Nigel: Observing bullying at school: The mental health implications of witness status, School Psychology Quarterly 24 (2009), 211–223, https://doi.org/10.1037/a0018164
Rosová, Dana: Preventívny program pre žiakov s poruchami správania, Košice, EQUILIBRIA, 2018.
Seligman, Martin: Authentic Happiness. Using the New Positive Psychology to Realise your Potential for Lasting Fulfilment, London, Nocholas Brealey Publishing, 2017.
Seligman, Martin: Vzkvétání, Praha, Jan Melvil publishing, 2014.
Seligman, Martin: Flourish: A Visionary New Understanding of Happiness and Well-being, New York, Simon and Schuster, 2012.
Seligman, M. E. P. (2002): Positive psychology, positive prevention, and positive therapy, in C. R. Snyder – S. J. Lopez (eds.): Handbook of positive psychology, Oxford, Oxford University Press, 2002, 3–9.
Sheldon, Kennon M. – Abad, Neetu – Ferguson, Yuna – Gunz, Alexander –Houser- Marko, Linda – Nichols, Charles P. – Lyubomirsky, Sonja: Persistent pursuit of need-satisfying goals leads to increased happiness: A 6-month experimental longitudinal study, Motivation and Emotion 34(2010), 39–48, https://doi.org/10.1007/s11031-009- 9153-1
Slezáčková, Alena: Průvodce pozitivní psychologií, Praha, Grada, 2012.
Slazáčková, Alena: Hope and Well-being: Psychosocial Correlates and Benefits. 1. vydanie, Malta, University of Malta, 2017.
Slezáčková, Alena (2011): Škola jako pozitivně fungujíci instituce. Praha: Řízení školy, vyd. Wolters Kluwer ČR, 3 s., roč, 18, č.2.
Slezáčková, Alena (2010): Pozitivní psychologie–věda nejen o štěstí. Psycholgie.elektronický časopis ČMPS, 2010, roč. 4, č. 3
Slezáčková, Alena: Průvodce pozitivní psychologií, Praha, Grada, 2009.
Snyder, Charles. R. – Lopez, Shane. J. (eds.): Handbook of positive psychology, Oxford University Press, 2002.
Šolcová, Iva (2005): Stinné stránky pozitivní psychologie, Československá psychologie, 49 (4), 363–366.
Špajdel, Marián – Jurásová, Kinga: Vzťah emócií a kognície z hľadiska teórie kognitívneho zhodnotenia, Ostium–internetový časopis pre humanitné vedy, ročník, Vol. 8, 2012.
Suldo Shannon – Thalji, Amanda – Ferron, John: Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model, The Journal of Positive Psychology 6(2011), 17–30, https://doi.org/10.1080/17439760.2010.536774
Syvertsen Amy K. – Flanagan, Constance A. – Stout, Michael D.: Code of silence: Students’ perceptions of school climate and willingness to intervene in a peer’s dangerous plan, Journal of Educational Psychology 101 (2009), 219–232, https://doi.org/10.1037/a0013246
Škamrlík, Pavel (2017): Jak vytvářet a podporovat kvalitní klima školy? [online] Dostupné: https://www.rizeniskoly.cz/cz/aktuality/jak-vytvaret-a-podporovat-kvalitni-klima-skoly.a-2263.html
Štofková, Dianovská Alžbeta et al. (2020): Správa o stave a úrovni výchovy a vzdelávania v školách a školských zariadeniach v Slovenskej republike v školskom roku 2019/2020, Bratislava: Štátna školská inšpekcia, 284, https://www.ssi.sk/2021/05/10/sikanovanie-a-wellbeing-ziakov-v-slovenskych-skolach/#_ftnref1
Šuťáková, Valentína – Ferencová, Janka – Rovňanová, Lenka: Inovatívna kultúra učiacej sa školy, Prešov: Fakulta humanitných a prírodných vied, 2019.
Taher, Reham Al (2016): The Classification of Character Strengths and Virtues, https://positivepsychology.com/classification-character-strengths-virtues/ (Registration Number: 64733564).
Tamášová, Viola – Kušnieriková, Zuzana (2018): Emocionalita v rodine ako významný faktor well-being stredoškolákov [Emotionality in the family as an important factor of secondary school students’ wellbeing], in Eva Gajdošová – Marek Madro – Marta Valihorová (eds.): Duševné zdravie a wellbeing virtuálnej generácie. Zborník príspevkov z medzinárodnej vedeckej konferencie, 21.11.2018, Bratislava, IPčko, 2018, 32–48.
Thapa, Amrit – Cohen, Jonathan – Guffey, Shawn – Higgins-D´Alessandro, Ann (2013): A Review of School Climate Research, Review of Educational Research, 83 (3), 357–385. http://www.jstor.org/stable/24434163
Urbánek, Petr (2021): Výzkum klimatu učitelského sboru: potenciál smíšené metodologie, Pedagogika, https://doi.org/10.14712/23362189.2020.1666
Valjentová, Zuzana (2022): Uplatňovanie prvkov pozitívnej edukácie pri tvorbe klímy školy a triedy, Dubnica nad Váhom, Vysoká škola DTI. Diplomová práca.
Valjentová, Zuzana (2020): Pozitívna edukácie – paradigma súčasnej edukácie, Dubnica nad Váhom, Vysoká škola DTI. Bakalárska práca.
Vavříková, Hana (2017): Výchova dospělých v kontextu 21. století, in Nina Kozárová – Róbert Tomšík (eds.): Paradigmy zmien edukácie v 21. storočí. Zborník príspevkov z XIV. medzinárodnej vedeckej konferencie doktorandov a postdoktorandov, 10–39.
Walterová, Eliška – Prucha, Jan: Pedagogický slovník, Praha, Portál, 2001.
Waterman, Alan S. – Schwartz, Seth J. – Conti, Regina (2008): The implications of two conceptions of happiness (hedonic enjoyment and eudaimonia) for the understanding
of intrinsic motivation, Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 9(1), 41–79, https://doi.org/10.1007/s10902-006-9020-7
Way, Niobe – Reddy, Ranjini – Rhodes, Jean (2008): Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment, American Journal of Community Psychology 40 (3–4), 194–213, https://doi.org/10.1007/s10464-007-9143-y
Yoneyama, Shoko – Rigby, Ken (2006): Bully/victim students and classroom climate, Youth Studies Australia 25(3), 34–41.
Zapletal, Ladislav: Sociologie pro pedagogy, Týn nad Vltavou – Malá Strana, Nová Forma, 2020.
Zelina, Miron (2021): Cesty k humanizácii školstva, Pedagogické rozhľady. In Odborno-metodický časopis pre školy a školské prostredie, 30 (5), 4–5.
Zelina, Miron: Psychoedukácia – aplikovaná pedagogická psychológia. Dubnica nad Váhom: Vysoká škola DTI s. r. o., 2018.
Zelina, Miron et al.: Škola v interdisciplinárnom kontexte, Brno, Tribun, (2016).
Zimbardo, Philip: Luciferuv efekt, Praha, Academia, 2014.
Zimbardo, Philip – Coulombová, Nikita D.: Odpojený muž, Praha, Grada, 2017.
