| Year |
Citation |
Score |
| 2023 |
Zimmer-Gembeck MJ, Skinner EA, Scott RA, Ryan KM, Hawes T, Gardner AA, Duffy AL. Parental Support and Adolescents' Coping with Academic Stressors: A Longitudinal Study of Parents' Influence Beyond Academic Pressure and Achievement. Journal of Youth and Adolescence. PMID 37733121 DOI: 10.1007/s10964-023-01864-w |
0.309 |
|
| 2022 |
Rickert NP, Skinner EA. 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. PMID 35353420 DOI: 10.1002/jad.12019 |
0.461 |
|
| 2021 |
Rickert NP, Skinner EA. Parent and teacher warm involvement and student's academic engagement: The mediating role of self-system processes. The British Journal of Educational Psychology. e12470. PMID 34697805 DOI: 10.1111/bjep.12470 |
0.532 |
|
| 2020 |
Skinner E, Graham JP, Brule HA, Rickert NP, Kindermann T. “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. DOI: 10.1177/0165025420924122 |
0.771 |
|
| 2020 |
Skinner EA, Saxton EA. 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. DOI: 10.1177/0165025419896423 |
0.478 |
|
| 2019 |
Rickert NP, Skinner EA, Roeser RW. 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. DOI: 10.1177/0165025419881724 |
0.552 |
|
| 2019 |
Braun SS, Roeser RW, Mashburn AJ, Skinner E. Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions Mindfulness. 10: 245-255. DOI: 10.1007/S12671-018-0968-2 |
0.571 |
|
| 2018 |
Williams DR, Brule H, Kelley SS, Skinner EA. 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. PMID 30631698 DOI: 10.1186/S40594-018-0104-9 |
0.478 |
|
| 2017 |
Skinner E, Saxton E, Currie C, Shusterman G. 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. DOI: 10.1080/09500693.2017.1387946 |
0.495 |
|
| 2017 |
Vollet JW, Kindermann TA, Skinner EA. In peer matters, teachers matter: Peer group influences on students’ engagement depend on teacher involvement. Journal of Educational Psychology. 109: 635-652. DOI: 10.1037/Edu0000172 |
0.665 |
|
| 2016 |
Skinner EA, Pitzer JR, Steele JS. Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology. 52: 2099-2117. PMID 27893248 DOI: 10.1037/Dev0000232 |
0.546 |
|
| 2016 |
Pitzer J, Skinner E. Predictors of changes in students’ motivational resilience over the school year International Journal of Behavioral Development. 41: 15-29. DOI: 10.1177/0165025416642051 |
0.597 |
|
| 2014 |
Saxton E, Burns R, Holveck S, Kelley S, Prince D, Rigelman N, Skinner EA. A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking Studies in Educational Evaluation. 40: 18-35. DOI: 10.1016/J.Stueduc.2013.11.005 |
0.3 |
|
| 2013 |
Skinner E, Pitzer J, Steele J. Coping as Part of Motivational Resilience in School: A Multidimensional Measure of Families, Allocations, and Profiles of Academic Coping. Educational and Psychological Measurement. 73: 803-835. DOI: 10.1177/0013164413485241 |
0.525 |
|
| 2012 |
Roeser RW, Skinner E, Beers J, Jennings PA. Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice Child Development Perspectives. 6: 167-173. DOI: 10.1111/J.1750-8606.2012.00238.X |
0.544 |
|
| 2012 |
Skinner EA, Chi U. Intrinsic motivation and engagement as "active ingredients" in garden-based education: Examining models and measures derived from self-determination theory Journal of Environmental Education. 43: 16-36. DOI: 10.1080/00958964.2011.596856 |
0.593 |
|
| 2009 |
Skinner EA, Kindermann TA, Furrer CJ. A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom Educational and Psychological Measurement. 69: 493-525. DOI: 10.1177/0013164408323233 |
0.781 |
|
| 2008 |
Skinner E, Furrer C, Marchand G, Kindermann T. Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology. 100: 765-781. DOI: 10.1037/A0012840 |
0.728 |
|
| 2007 |
Marchand G, Skinner EA. Motivational dynamics of children's academic help-seeking and concealment Journal of Educational Psychology. 99: 65-82. DOI: 10.1037/0022-0663.99.1.65 |
0.495 |
|
| 2005 |
Skinner E, Johnson S, Snyder T. Six Dimensions of Parenting: A Motivational Model Parenting: Science and Practice. 5: 175-235. DOI: 10.1207/S15327922Par0502_3 |
0.572 |
|
| 2003 |
Furrer C, Skinner E. Sense of Relatedness as a Factor in Children's Academic Engagement and Performance. Journal of Educational Psychology. 95: 148-162. DOI: 10.1037/0022-0663.95.1.148 |
0.786 |
|
| 1993 |
Schmitz B, Skinner E. Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses. Journal of Personality and Social Psychology. 64: 1010-1028. DOI: 10.1037/0022-3514.64.6.1010 |
0.314 |
|
| 1993 |
Skinner EA, Belmont MJ. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology. 85: 571-581. DOI: 10.1037/0022-0663.85.4.571 |
0.524 |
|
| 1990 |
Skinner EA, Schindler A, Tschechne M. Self-Other Differences in Children's Perceptions About the Causes of Important Events Journal of Personality and Social Psychology. 58: 144-155. PMID 2308071 DOI: 10.1037//0022-3514.58.1.144 |
0.34 |
|
| 1990 |
Skinner EA, Wellborn JG, Connell JP. What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology. 82: 22-32. DOI: 10.1037/0022-0663.82.1.22 |
0.34 |
|
| Show low-probability matches. |