Ellen Skinner
Biographic Data
| ID | 9251606 |
|---|---|
| NAME | Ellen Skinner |
| GIVEN NAMES | Ellen |
| FAMILY NAME | Skinner |
| SIGNATURE | SKINNER E |
| AFFILIATIONS | Portland State University, Portland, OR, USA |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 0 |
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…
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…
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain …
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contribu…
Sense of relatedness as a factor in children's academic engagement and performance.
Children’s sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children’s (n 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students ’ engagement, especially emotional engagement. Girl…
Perceived Control, Motivation, & Coping
Introduction Meta-Theoretical Assumptions Constructs of Control Antecedents of Perceived Control Consequences of Perceived Control Development of Perceived Control Intervention into the Competence System Empirical Study of Perceived Control
Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses
A naturalistic study tested a model depicting how perceived control functions to regulate and interpret children's cognitive performances. Data, collected daily in the classroom over 4 mo, were organized around children's cognitive performances (graded assignments). For each homework and test, children provided information about effort, performance, attributions (effort, ability, concentration/help, task difficulty, and unknown causes), and expec…
No prominent works on this page.
Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses
A naturalistic study tested a model depicting how perceived control functions to regulate and interpret children's cognitive performances. Data, collected daily in the classroom over 4 mo, were organized around children's cognitive performances (graded assignments). For each homework and test, children provided information about effort, performance, attributions (effort, ability, concentration/help, task difficulty, and unknown causes), and expec…
Perceived Control, Motivation, & Coping
Introduction Meta-Theoretical Assumptions Constructs of Control Antecedents of Perceived Control Consequences of Perceived Control Development of Perceived Control Intervention into the Competence System Empirical Study of Perceived Control
Sense of relatedness as a factor in children's academic engagement and performance.
Children’s sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children’s (n 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students ’ engagement, especially emotional engagement. Girl…
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contribu…
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain …
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…
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…
Psychology (7 works) · Social Psychology (6 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Mathematics education (3 works) · Academic achievement (2 works) · Clinical Psychology (2 works) · Cognitive psychology (2 works) · Coping (psychology) (2 works)