Ellen Skinner
Affiliations: | Psychology | Portland State University, Portland, OR, United States |
Area:
Developmental Psychology, Educational Psychology EducationGoogle:
"Ellen Skinner"Mean distance: 17811
Children
Sign in to add traineeCarrie J. Furrer | grad student | 2005 | Portland State University |
Lorraine M. Escribano | grad student | 2010 | Portland State University |
Heather I. Mosher | grad student | 2010 | Portland State University |
Tatiana Snyder | grad student | 2011 | Portland State University |
Una J. Chi | grad student | 2014 | Portland State University |
Justin W Vollet | grad student | 2008-2017 |
BETA: Related publications
See more...
Publications
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
Zimmer-Gembeck MJ, Skinner EA, Scott RA, et al. (2023) Parental Support and Adolescents' Coping with Academic Stressors: A Longitudinal Study of Parents' Influence Beyond Academic Pressure and Achievement. Journal of Youth and Adolescence |
Rickert NP, Skinner EA. (2022) Parent and teacher involvement and the development of students' academic engagement: A growth curve analysis over four time points. Journal of Adolescence. 94: 224-239 |
Rickert NP, Skinner EA. (2021) Parent and teacher warm involvement and student's academic engagement: The mediating role of self-system processes. The British Journal of Educational Psychology. e12470 |
Skinner E, Graham JP, Brule HA, et al. (2020) “I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school: International Journal of Behavioral Development. 44: 290-300 |
Skinner EA, Saxton EA. (2020) The development of academic coping across late elementary and early middle school: Do patterns differ for students with differing motivational resources? International Journal of Behavioral Development. 44: 339-353 |
Rickert NP, Skinner EA, Roeser RW. (2019) Development of a multidimensional, multi-informant measure of teacher mindfulness as experienced and expressed in the middle school classroom International Journal of Behavioral Development. 44: 5-19 |
Braun SS, Roeser RW, Mashburn AJ, et al. (2019) Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions Mindfulness. 10: 245-255 |
Williams DR, Brule H, Kelley SS, et al. (2018) Science in the Learning Gardens (SciLG): a study of students' motivation, achievement, and science identity in low-income middle schools. International Journal of Stem Education. 5: 8 |
Skinner E, Saxton E, Currie C, et al. (2017) A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist International Journal of Science Education. 39: 2433-2459 |
Vollet JW, Kindermann TA, Skinner EA. (2017) In peer matters, teachers matter: Peer group influences on students’ engagement depend on teacher involvement. Journal of Educational Psychology. 109: 635-652 |