Jennifer Pitzer
Biographic Data
| ID | 5804199 |
|---|---|
| NAME | Jennifer Pitzer |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Pitzer |
| SIGNATURE | PITZER J |
| AFFILIATIONS | Portland State University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 1 |
Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity
Students perform better in school to the extent they are able to engage fully, cope adaptively, and bounce back from obstacles and setbacks in their academic work. These three processes, which studies suggest are positively inter-connected, may comprise a self-sustaining system that enables motivational resilience. Using self-determination theory to frame hypotheses about such a motivational system, this study examined (1) whether a set of person…
Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school
How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent pe…
Coping as Part of Motivational Resilience in School: A Multidimensional Measure of Families, Allocations, and Profiles of Academic Coping
A study was designed to examine a multidimensional measure of children’s coping in the academic domain as part of a larger model of motivational resilience. Using items tapping multiple ways of dealing with academic problems, including five adaptive ways (strategizing, help-seeking, comfort-seeking, self-encouragement, and commitment) and six maladaptive ways (confusion, escape, concealment, self-pity, rumination, and projection), analyses of sel…
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience
Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school
How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent pe…
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience
Coping as Part of Motivational Resilience in School: A Multidimensional Measure of Families, Allocations, and Profiles of Academic Coping
A study was designed to examine a multidimensional measure of children’s coping in the academic domain as part of a larger model of motivational resilience. Using items tapping multiple ways of dealing with academic problems, including five adaptive ways (strategizing, help-seeking, comfort-seeking, self-encouragement, and commitment) and six maladaptive ways (confusion, escape, concealment, self-pity, rumination, and projection), analyses of sel…
Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school
How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent pe…
Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity
Students perform better in school to the extent they are able to engage fully, cope adaptively, and bounce back from obstacles and setbacks in their academic work. These three processes, which studies suggest are positively inter-connected, may comprise a self-sustaining system that enables motivational resilience. Using self-determination theory to frame hypotheses about such a motivational system, this study examined (1) whether a set of person…
Developmental psychology (4 works) · Psychology (4 works) · Early Childhood Education and Development (3 works) · Resilience and Mental Health (3 works) · Social Psychology (3 works) · Academic achievement (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Clinical Psychology (2 works) · Coping (psychology) (2 works) · Mathematics education (2 works)