1. Arbogast, K. L., Kane, B. C. P., Kirwan, J. L., & Hertel, B. R. (2009). Vegetation and outdoor recess time at elementary schools: What are the connections? Journal of Environmental Psychology, 29(4), 450–456.
2. Bardin, L. (1977/2011). Análise de Conteúdo. Edição revista e ampliada. Lisboa, Portugal: Edições, 70.
3. Ben-Arieh, A. (2010). From child welfare to children well-being: The child indicatorsperspective. In S. Kamerman, S. Phipps, & A. Ben-Arieh (Eds.), Children’s well-being: Indicators and research (pp. 9–22). Dordrecht, The Netherlands: Springer. doi:
10.1007/978-90-481-3377-2_2
.
4. Casas, F., & Bello, A. [Coord.] (2012). Calidad de Vida y Bienestar Infantil Subjetivo en España. ¿Qué afecta al bienestar de niños y niñas españoles de 1° de ESO? Madrid, Spain: UNICEF. Recuperado de
http://www.unicef.es/sites/www.unicef.es/files/Bienestar_infantil_subjetivo_en _Espakua.pdf
5. Casas, F., González, M., & Navarro, D. (2014). Social psychology and child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J. E. Korbin (Eds.), Handbook on child wellbeing: Theories, methods and policies in global perspective (pp. 1–47). Dordrecht, The Netherlands: Springer.