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Cognitive and emotional determinants for destructive coping strategies by junior high school students in a social conflict situation

]. Warszawa: Laboratotium Technik Diagnostycznych im.B.Zawadzkiego. Kulas, H. (1986). Samoocena młodzieży . [Self-evaluation of teenagers]. Warszawa: WSiP. Kurtek, P. (2005). Regulacyjna rola poczucia kontroli w radzeniu sobie młodzieży z niepełnosprawnością intelektualną lekkiego stopnia w sytuacjach trudnych. [Regulatory role of the feeling of control in adolescents coping with low level intellectual disability in difficult situations]. Przegląd Psychologiczny, 3, 277‒294. Lachowska, B. (2010). Style rozwiązywania konfliktów i ich efekty w relacji

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An Exploration of Some Antecedents and Consequences of Creative Self-Efficacy: The Role of Achievement Goals, Enjoyment and Divergent Thinking

. Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25 , 457-471. Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in school-work and sport. Journal of Educational Psychology, 84 , 290-299. Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34 , 149-169. Elliot, A.J., Murayama, K., & Pekrun, R. (2011). A 3 × 2

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