___

• Altenbaugh, R. J. (1998)."Some teachers are ignorant": Teachers and teaching through urban school leavers' eyes. In D. Franklin (Ed.), When children don't learn: Student failure and the culture of teaching (pp. 134-159). New York: Teachers College, Columbia University.
• Anderson, E.,&Keith,T.(1997).A longitudinal test of a model of academic success for at-risk high school students. Journal of Educational Research, 90,259-268.
• Aysan, F., Tanröğen, G. ve Tanrıöğen, A.( ) Perceived Causes of Academic . Failure Among The Students at Faculty of Educatim at Buca, Teacher Training For the twenty First Centruy pp 73-85
• Beck, L., & Murphy, J. (1996). The four imperatives of a successful school. Thousand Oaks, C A: Corwin Press.
• Chen, C., Lee, S., & Stevenson, H. W. (1996). Long-term prediction of academic achievement of American Chinese, and Japanese adolescents. Journal of Educational Psychology, 18,750-759.
• Deschenes, - S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schools and students who don't fit them. Teachers College Record,103,525-547.
• Dimmitt, C.(1996) Transforming School Counseling Practice through Collaboration and the Use of Data: A Study of Academic Failure in High School Professional School Counseling, 10962409, Jun2003, Vol. 6, Issue 5
• Eccles, J. S., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310-321.
• Henry, D. (2000). Peer groups, families, and school failure among urban children: Elements of risk and successful interventions. Preventing School Failure, 44(3), 97-104.
• Hilty, E. B.(1998). The professionally challenged teacher: Teachers talk about school failure. In D. Franklin (Ed.), When children don't learn: Student failure and the culture of teaching (pp. 134-159). New York: Teachers College, Columbia University.
• Hoge, D., Smit, E., & Crist, J. (1997). Four family process factors predicting academic achievement in sixth and seventh grade. Educational Research Quarterly, 21(2), 27-42.
• House, D. (1999). Self-beliefs and background variables as predictors of school withdrawal of adolescent students. Child Study Journal, 29,247-268
• Kaplan, D. S., Peck, B. M., & Kaplan, H. B. (1997). Decomposing the academic failure-dropout relationship: A longitudinal analysis. The Journal of Educational Research, 90,331-343.
• Luster, T., & McAdoo, H. (1996). Family and child influences on educational attainment: A secondary analysis of the High/Scope Perry preschool data. Developmental Psychology, 32(1), 26-39.
• Marchant, G., Paulson, S., & Rothlisberg, B. (2001). Relations of middle school students' perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38,505-519.
• Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79,280-295.
• Marsh, H. W., & Parker, J. W. (1984). Determinants of student self-concept: Is itbetter to be a relatively large fish in a small pond even if you don't learn toswim as well? Journal of Personality and Social Psychology, 47(1),213-231.
• Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89( 1), 41-54.
• McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3), 130-140