.
7. Erika A. Patall, Harris Cooper, and Susan R. Wynn, «The Effectiveness and Relative Importance of Choice in the Classroom», Journal of Educational Psychology 102, no. 4 (2010): 896. Обратите внимание, что слишком широкий выбор, особенно на ранних стадиях процесса обучения, дает ограниченные результаты, см.: Richard E. Clark, Paul A. Kirschner, and John Sweller, «Putting Students on the Path to Learning: The Case for Fully Guided Instruction», American Educator (Spring 2012): 7–11.
8. Пионером работ о поиске был Яак Панксепп. Цитата из него дана по: Emily Yoffe, «Seeking», Slate (August 12, 2009), http://www.slate.com/articles/health_and_science/science/2009/08/seeking.html (дата обращения: 18.09.2016).
9. Kenneth E. Barron and Chris S. Hulleman, «Is There a Formula to Help Understand and Improve Student Motivation?» Essays from Excellence in Teaching 8 (2006), на сайте Society for the Teaching of Psychology, http://list.kennesaw.edu/archives/psychteacher.html (дата обращения: 07.08.2006).
10. Suzanne Hidi and K. Ann Renninger, «The Four-Phase Model of Interest Development», Educational Psychologist 41, no. 2 (2006): 111–127.
11. Информация о программе Posse, взята из разных источников, в том числе: Adam Bryant, «Deborah Bial of the Posse Foundation: Success Isn't Always about You», New York Times, October 4, 2014, http://www.nytimes.com/2014/10/05/business/deborah-bial-of-the-posse-foundation-success-isnt-always-about-you.html (дата обращения: 13.09.2016).
12. «Quick Facts», The Posse Foundation,http://www.possefoundation.org/quick-facts (дата обращения: 13.09.2016).
13. David Figlio, «Names, Expectations, and the Black-White Test Score Gap», no. 11195, National Bureau of Economic Research (March 2005).
14. Более подробно о влиянии социальных связей на обучение: C. Kirabo Jackson, «Can Higher-Achieving Peers Explain the Benefits to Attending Selective Schools? Evidence from Trinidad and Tobago», Journal of Public Economics Elsevier 108 (December 2013): 63–77. Также см.: «The Friends Factor: How Students' Social Networks Affect Their Academic Achievement and Well-Being», National Bureau of Economic Research (NBER) Working Paper no. 18430 (October 2012) и «The Effect of Social Networks on Students' Academic and Non-Cognitive Behavioral Outcomes: Evidence from Conditional Random Assignment of Friends in School», University of Warwick and Hebrew University Working Paper (May 2015).
15. Daena Goldsmith and Terrance Albrecht, «The Impact of Supportive Communication Networks on Test Anxiety and Performance»,