Eneserefleksiooni seosed sotsiaalse toimetulekuga ühe- ja mitmekeelsete õpilaste hulgas

Ablow, J. C., & Measelle, J. R. (1993). Berkeley Puppet Interview: Administration and scoring system manuals. Berkeley, CA: University of California.

Arro, G. (2010). Children’s self-reflection and personality and their relationships with cognitive ability and academic success. In A. Toomela (Ed.), Systemic person-oriented study of child development in early primary school (pp. 225–245). Switzerland: Peter Lang.

Ayduk, O., Rodriguez, M. L., Mischel, W., Shoda, Y., & Wright, J. (2007).Verbal intel- ligence and self-regulatory competencies: Joint predictors of boys’ aggression. Journal of Research in Personality, 41(2), 374–388. http://dx.doi.org/10.1016/j.jrp.2006.04.008

Barbaranelli, C., Caprara, G. V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the Big Five in late childhood. Personality and Individual Differences, 34(4), 645–664. http://dx.doi.org/10.1016/S0191-8869(02)00051-X

Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York: The Guilford Press.

Bergman, L. R., ja El-Khouri, B. M. (2002). SLEIPNER: A statistical package for pattern-oriented analyses (Version 2.1). Stockholm: Stockholm University. Retrived from http://w3.psychology.su.se/sleipner/.

Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67–73. http://dx.doi.org/10.1016/j.cognition.2011.08.003

Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.

Creed, A. T., & Funder, D. C. (1998). The two faces of private self-consciousness: Self report, peer-report, and behavioral correlates. European Journal of Person- ality, 12(6), 411–431. http://dx.doi.org/10.1002/(SICI)1099-0984(199811/12) 12:6<411::AID-PER317>3.0.CO;2-C

Cummins, J. (1986). Second language, first system. PsycCRITIQUES, 31(2), 132. http://dx.doi.org/10.1037/024515

De Fruyt, F., Mervielde, I., Hoekstra, H. A., & Rolland, J-P. (2000). Assessing adoles- cents’ personality with the NEO PI-R. Assessment, 7(4), 329–345. http://dx.doi.org/10.1177/107319110000700403

De Fruyt, F., Mervielde I., & van Leeuwan, K. (2002). The consistency of personality type classification across samples and five-factor measures. European Journal of Personality, 16(S1), S57–72. http://dx.doi.org/10.1002/per.444

De Fruyt, F., & Vollarth, M. (2003). Inter-parent agreement on higher and lower level traits in two countries: Effects of parent and child gender. Personality and Individual Differences, 35(2), 289–301. http://dx.doi.org/10.1016/S0191-8869(02)00189-7

Dubiner, D. (2010). The impact of incipient trilinguality on the socio-affective deve- lopment of Jewish elementary school children in Israel. Journal of Multilingual and Multicultural Development, 31(1), 1–12. http://dx.doi.org/10.1080/01434630903367215

Dunlop, W. L., Walker, L. J., & Wiens, T. K. (2013). What do we know when we know a person across contexts? Examining self-concept differentiation at the three levels of personality. Journal of Personality, 81(4), 376–389. http://dx.doi.org/10.1111/jopy.12018

Eysenck, H. J., & Eysenck, S. B. G. (1975). Manual of the Eysenck personality question- naire. London: Hodder & Stoughton Educational.

Gross, J. J., & John, O. P. (2004). Healthy and unhealthy emotion regulation: Person- ality processes, individual differences, and life span development. Journal of Per- sonality, 72(6), 1301–1333. http://dx.doi.org/10.1111/j.1467-6494.2004.00298.x

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. http://dx.doi.org/10.1037/0003-066X.34.10.906

Fujita, K., Trope, Y., Liberman, N., & Levin-Sagi, M. (2006). Construal levels and self- control. Journal of Personality and Social Psychology, 90(3), 351–367. http://dx.doi.org/10.1037/0022-3514.90.3.351

Harrington, R., & Loffredo, D. A. (2011). Insight, rumination, and self-reflection as predictors of well-being. Journal of Psychology, 145(1), 39–57. http://dx.doi.org/10.1080/00223980.2010.528072

Harter, S. (2006). Developmental and individual difference perspectives on self- esteem. In D. K. Mroczek & T. D. Little (Eds.), Handbook of personality develop- ment (pp. 311–334). Mahwah: Lawrence Erlbaum Associates Publishers.

Kangro, E-M. (2011). Manifestation of impulsive behaviour: The role of contextual demands and reflective competence (Doctoral dissertation). Tallinn: Tallinn University.

Kingree, J. B., & Ruback, R. B. (1996). Reconceptualizing the private self-conscious- ness subscale. Social Behavior & Personality, 24(1), 1–7. http://dx.doi.org/10.2224/sbp.1996.24.1.1

Konaka, K. (1997). The relationship between degree of bilingualism and gender to divergent thinking ability among native Japanese-speaking children in the New York area. Dissertation Abstracts International Section A: Humanities and Social Sciences, 58(1).

Luria, A. R. (1981). Language and cognition. Washington: Winston & Sons.

Lynn, R., Allik, J., Pullmann, H., & Laidra, K. (2002). A study of intelligence in Esto- nia. Psychological Reports, 91(3), 1022–1026. http://dx.doi.org/10.2466/pr0.2002.91.3.1022

Martin, D., & Stuart-Smith, J. (1998). Exploring bilingual children’s perceptions of being bilingual and biliterate: Implications for educational provision. British Jour- nal of Sociology of Education, 19(2), 237–254. http://dx.doi.org/10.1080/ 0142569980190206

Maurer-Hetto, M-P. (2009). Struggling with the languages of the „legitimate market” and the „islets of liberty” (Bourdieu). A case study of pupils with immigrational background in the trilingual school-system of Luxembourg. International Journal of Multilingualism, 6(1), 68–84. http://dx.doi.org/10.1080/14790710802541994

Measelle, J. R., John, O. P., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (2005). Can children provide coherent, stable, and valid self-reports on the Big Five dimen- sions? A longitudinal study from ages 5 to 7. Journal of Personality and Social Psychology, 89(1), 90–106. http://dx.doi.org/10.1037/0022-3514.89.1.90

Mervielde, I., & De Fruyt, F. (1999). Construction of the Hierachical Personality Inventory for Children (HiPIC). In I. Mervielde, I. Deary, F. De Fruyt, & F. Osten- dorf (Eds.), Personality psychology in Europe. Proceedings of the Eighth European Conference on Personality Psychology (pp. 107–127). Tilburg, Netherlands: Tilburg University Press.

Männamaa, M., Kikas, E., & Raidvee, A. (2008). The effect of testing condition on word guessing in elementary school children. Journal of Psychoeducational Assess- ment, 26(1), 16–26. http://dx.doi.org/10.1177/0734282907300776

Pullmann, H., & Allik, J. (2000). The Rosenberg self-esteem scale: Its dimensionality, stability and personality correlates in Estonian. Personality and Individual Differences, 28(4), 701–715. http://dx.doi.org/10.1016/S0191-8869(99)00132-4

Rothen, S., Vandeleur, C. L., Lustenberger, Y., Jeanprêtre, N., Ayer, E., Fornerod, D., ... Preisig, M. (2008). Research report: Personality traits in children of parents with unipolar and bipolar mood disorders. Journal of Affective Disorders, 113(1–2), 133–141.

Sauter, F. M., Heyne, D., Blöte, A. W., van Widenfelt, B. M., & Westenberg, P. M. (2010). Assessing therapy-relevant cognitive capacities in young people: Deve- lopment and psychometric evaluation of the self-reflection and insight scale for youth. Behavioural and Cognitive Psychotherapy, 38(3), 303–317. http://dx.doi.org/10.1017/S1352465810000020

Toomela, A. (2003). Relationships between personality structure, structure of word meaning, and cognitive ability: A study of cultural mechanisms of personality. Journal of Personality and Social Psychology, 85(4), 723–735. http://dx.doi.org/10.1037/0022-3514.85.4.723

Toomela, A. (2007). Culture of science: Strange history of the methodological think- ing in psychology. Integrative Psychological and Behavioral Sciences, 41(1), 6–20. http://dx.doi.org/10.1007/s12124-007-9004-0

Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the Five- Factor Model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76(2), 284–304. http://dx.doi.org/10.1037/0022-3514.76.2.284

Vaage, A. B., Tingvold, L., Hauff, E., Ta, T. V., Wentzel-Larsen, T., Clench-Aas, J., & Thomsen, P. H. (2009). Better mental health in children of Vietnamese refugees compared with their Norwegian peers – a matter of cultural difference? Child and Adolescent Psychiatry and Mental Health, 3(1), 34. http://dx.doi.org/10.1186/1753-2000-3-34

Van der Stel, M., & Veenman, M. V. J. (2013). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental pers- pective. European Journal of Psychology of Education, 29(1), 117–137. http://dx.doi.org/10.1007/s10212-013-0190-5

Vabariigi Valitsus (2002). Põhikooli ja gümnaasiumi riiklik õppekava. Riigi Teataja I 2002, 20, 116. Külastatud aadressil https://www.riigiteataja.ee/ert/act.jsp?id=802290.

Vuorenkoski, L., Kuure, O., Moilanen, I., Penninkilampi, V., & Myhrman, A. (2000). Bilingualism, school achievement, and mental wellbeing: A follow-up study of return migrant children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2), 261–266. http://dx.doi.org/10.1111/1469-7610.00607

Vygotskij, L. S. (2002). Denken und Sprechen. Weinheim und Basel: Beltz Verlag.

Wen-Jui, H., & Chien-Chung, H. (2010). The forgotten treasure: Bilingualism and Asian children’s emotional and behavioral health. American Journal of Public Health, 100(5), 831–838. http://dx.doi.org/10.2105/AJPH.2009.174219

Yow, W. Q., & Markman, E. M. (2011). Young bilingual children’s heightened sensitiv- ity to referential cues. Journal of Cognition and Development, 12(1), 12–31. http://dx.doi.org/10.1080/15248372.2011.539524