[1] Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: Freeman

[2] Bączkowska J. (2023). Determinants of school achievements. In: http://www.publikacje.edu.pl, (access: 12.02.2023)

[3] Borawska, A. (2007). Determinants of school achievements of students. Lomza: Publishing House of the Lomza Center for Education Development (in Polish)

[4] Boryszewska, J.K. (2008). Sources of school success of high school students. Cracow: Publishing House "Impuls" (in Polish)

[5] Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. 21, 230–258. Sociological Methods & Research. https://doi.org/10.1177/0049124192021002005

[6] Casey, B., & Caudle, K. (2013). The teenage brain self-control. Current Directions in Psychological Science, 22, 82–87.doi: 10.1177/0963721413480170

[7] Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Withinyear changes in children’s intrinsic and extrinsic motivational orientations: contextual predictors and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166. https://doi.org/10.1016/j.cedpsych.2009.01.001

[8] Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. London: Ebury Publishing Grit

[9] Duckworth, A., & Gross, J. J. (2014). Self-control and grit related but separable determinants of success. Current Directions in Psychological Science, 23, 319–325. https://doi.org/10.1177/0963721414541462

[10] Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In: B.W. Sokol, F.M.E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct, 208-230. New York: Cambridge University Press

[11] Dyrda, B. (2012), Educational support for the development of gifted students: socio-pedagogical study. Warsaw: Academic Publishing House „Żak” (in Polish)

[12] Hałaburda, E. (2020). Family-environmental determinants of learning outcomes. Culture and Education, 1(127), 110-122. https://doi.org/10.15804/kie.2020.01.07 (in Polish)

[13] Ivcevic, Z., & Brackett, M. (2014). Predicting school success: comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29–36. http://dx.doi.org/10.1016/j.jrp.2014.06.005

[14] Kuligowska, K. (1984). Improving lessons.Warsaw: WSiP Publishing House (in Polish)

[15] Long, R. F., Huebner, E. S., Wedell, D. H., & Hills, K. J. (2012). Measuring school‐related subjective well‐being in adolescents. American Journal of Orthopsychiatry, 82(1), 50-60. https://doi.org/10.1111/j.1939-0025.2011.01130.x

[16] Musiał, E. (2017). School successes of students and their pedagogical conditions in the light of theoretical analysis of the problem. Wroclaw: Institute of Pedagogy of the University of Wrocław (in Polish)

[17] Ferrão, M.E., & Alves, M.T.G. (2023), The relationship between students’ socio-demographics and the probability of grade repetition in Brazilian primary education: is it decreasing over time? Large-Scale Assessments in Education, 11(1), 12 (1-21). https://doi.org/10.1186/s40536-023-00160-0

[18] Gallen, C. L., Schaerlaeken, S., Younger, J.W. et al. (2023), Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports, 13(1), 2673. https://doi.org/10.1038/s41598-023-29427-w

[19] Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual Review of Psychology, 66, 799–823. https://doi.org/10.1146/annurev-psych-010213-115043

[20] Oriol, X., Torres, J., Miranda, R., Bilbao, M., & Ortúzar, H. (2017). Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries. Children and Youth Services Review, 80, 149-156. https://doi.org/10.1016/j.childyouth.2017.06.053

[21] Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023), Fostering twenty-first century skills among primary school students through math project-based learning. Palgrave Communications, Palgrave Macmillan, vol. 10(1), 1-12. https://doi.org/10.1057/s41599-023-01914-5

[22] Rodríguez Ferrante, G., Goldin, A.P., Sigman, M., & Leone, M. J. (2023). A better alignment between chronotype and school timing is associated with lower grade retention in adolescents. NPJ Science of Learning, 8(1):21. https://doi.org/10.1038/s41539-023-00171-0

[23] Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: the mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408–422. https://doi.org/10.1037/0022-0663.88.3.408

[24] Sękowski, A.E. (2000).Achievements of gifted students. Lublin: Publishing house of the John Paul II Catholic University of Lublin (in Polish)

[25] Witkowski, S. (1994).The psychology of success. Warsaw: PWN Publishing House (in Polish)

[26] Vallerand, R. J. (2008). On the psychology of passion: In search of what makes people’s lives most worth living. Canadian Psychology, 49(1), 1–13. https://doi.org/10.1037/0708-5591.49.1.1

[27] Weis, M., Heikamp, T., &Trommsdorff, G. (2013). Gender differences in school achievement: the role of self-regulation. Frontiers in Psychology, 4(442):442. doi:10.3389/fpsyg.2013.00442