Ellen Skinner, Ph.D., Professor of Human Development, Department of Psychology
Department of Psychology
Garden-based Engagement, Self-systems, and Contextual Supports
Skinner, E. A., Chi, U., & the Learning-Gardens Educational Assessment Group (2012). 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(1),16-36.
Learning-Gardens Educational Assessment Group (2008). Learning-Gardens Educational Assessment Package (LEAP): Student Engagement, Learning, Self-system Processes, and Teacher Motivational Supports. Technical Report, Portland State University.
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.
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.
Skinner, E. A., Pitzer, J. R., & Steele, J. (2013). Coping as part of motivational resilience in school: A multi- dimensional measure of families, allocations, and profiles of academic coping. Journal of Educational and Psychological Measurement, 73, 803-835.
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 Unpublished doctoral dissertation, University of Rochester, New York.
Chi, U., Skinner, E. A., & Kindermann, T. A. (2010). Engagement and Disaffection in the College Classroom: Construction and Validation of a Measurement Tool to Assess Students’ Motivation to Learn. Technical Report, Portland State University.
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.
|Skinner, Wellborn, Regan, & Johnson||Child Report Measure.|
|Skinner, Wellborn, Regan, & Snyder||Parent Report. Measure.|
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.
|Belmont, M., Skinner, E., Wellborn, J., & Connell, J.||Student Report Measure.|
|Wellborn J., Connell, J., Skinner, E., & Pierson, L.||Teacher Report. Measure.|
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.