Ellen Skinner, Ph.D., Professor of Human Development and Psychology Interim Chair, Department of Psychology

Department of Psychology 317 Cramer Hall Portland State University P.O. Box 751 Portland,OR 97207-0751 phone (503) 725-3966 fax (503) 725-3904 skinnere@pdx.edu Biography Research Interests Selected Publications Classes Taught Psy 311 Waivers

Assessments

Perceived Control

Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Beliefs about control, means-ends, and agency: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117-133.

Wellborn, J. G., Connell, J. P., & Skinner, E. A. (1989). The Students Perceptions of Control Questionnaire (SPOCQ): Academic Domain. Technical Report, University of Rochester, Rochester, NY.
SPOCQ.Items.
SPOCQ.Coding.

Children's Coping

Skinner, E. A., & Wellborn, J. G. (1997). Children's coping in the academic domain. In S. A. Wolchik & I. N. Sandler (Eds.), Handbook of children's coping with common stressors: Linking theory and intervention (pp. 387 - 422). New York: Plenum.

Skinner, E. A., & Wellborn, J. G. (1997). Six families of coping in the academic domain. Technical report. University of Rochester. Rochester, NY.

Engagement in the Classroom

Skinner, E. A., Kindermann, T. A., & Furrer, C. (in press). 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.

Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, New York.
Teacher report
Student report

Parent-Child Interactions

Skinner, E. A., Johnson, S. J., & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice, 2, 175 - 235.

Parent as Social Context (PASC). Two Measures of Parent Provision of Involvement, Structure, and Autonomy Support. (2005). Technical Report, Portland State University , Portland, OR.

Teacher-Child Interactions

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.

Teacher as Social Context (TASC). Two Measures of Teacher Provision of Involvement, Structure, and Autonomy Support. (1992). Technical Report, University of Rochester, Rochester, NY.

Relatedness

Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.

Relatedness assessment.