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 Assessments Classes Taught Psy 311 Waivers

Selected Publications

Please download articles for personal use only

Books, Monographs, and Review Articles

Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35, 1-17.  Supplementary material.

Skinner, E. A., & Zimmer-Gembeck, M. J. (Eds.), (2009).Coping and the development of regulation. R. W. Larson & L. A. Jensen (Eds.- in-Chief), New Directions in Child and Adolescent Development, San Francisco: Jossey-Bass.

Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 223-245). Malwah, NJ: Erlbaum.

Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119-144.

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

Skinner, E., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129, 216-269.

Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (in press). The influence of teacher and peer relationships on students' classroom engagement and everyday resilience. In D. J. Shernoff & J. Bempechat (Eds.), National Society for the Study of Education Yearbook: Engaging Youth in Schools: Empirically-based Models to Guide Future Innovations.

Skinner, E. A., & Beers, J. (in press). Mindfulness and teachers' coping in the classroom: A developmental model of teacher stres, coping, and everyday resilience. In K. Schonert-Reichl & R. W. Roeser (Co-eds.), Handbook on Mindfulness and Education: Emerging Theory, Research, and Programs. Springer Verlag.

Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In S. Christenson, A. Reschly, & C. Wylie (Eds.), The Handbook of Research on Student Engagement (pp. 21-45). New York: Springer Science.

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. 

Kindermann, T. A, & Skinner, E. A. (2012). Will the real peer group please stand up? A “tensegrity” approach to examining the synergistic influences of peer groups and friendship networks on academic development. In F. Pajares & T. Urdan (Series Eds.), Adolescents and Education, A. Ryan & G. Ladd (Volume Eds.), Peer Relationships and Adjustment at School (pp. 51-78). New York: Information Age Publishing. 

Roeser, R. W., Skinner, E. A., Beers, J., & Jennings, P. A. (2012). Mindfulness and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6, 146-153.

Zimmer-Gembeck, M. J., Skinner, E. A., Morris, H., & Thomas, R. (2012). Anticipated coping with interpersonal problems: Links with the emotional reactions of sadness, anger, and fear. Journal of Early adolescence.

Zimmer-Gembeck, M. J., Lees, D, & Skinner, E. A. (2011). Children’s emotions and coping with interpersonal stress as correlates of social competence. Australian Journal of Psychology, 63(3), 131-141. 

Aldwin, C. M., Skinner, E. A., Taylor, A., & Zimmer-Gembeck, M. J. (2011). Coping and self-regulation across the lifespan. In K. Fingerman, C. Berg, T. Antonucci, & J. Smith (Eds.), Handbook of Lifespan Psychology (pp. 561-587). Berlin: Springer. 

Skinner, E. A., & Zimmer-Gembeck, M. J. (2011). Perceived control, coping, and development. In S. Folkman (Ed.), Oxford Handbook of Stress, Health, and Coping (pp. 35-58). Oxford University Press: Oxford, Great Britain. 

Skinner, E. A., Kindermann, T. A., & Furrer, C. (2009).  A motivational perspective on engagement and disaffection:  Conceptualizaton and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493-525.

Zimmer-Gembeck, M. J., Lees, D., Bradley, G., & Skinner, E. A. (2009). Use of an analogue method to examine children's appraisals of threat and emotion in response to stressful events. Motivation and Emotion, 33, 136-149.

Skinner, E. A., & Zimmer-Gembeck, M. J. (2009). Challenges to the developmental study of coping. In E. Skinner & M. Zimmer-Gembeck (Eds.). Coping and the Development of Regulation. A volume for the series, R. W. Larson & L. A. Jensen (Eds.-in-Chief), New Directions in Child and Adolescent Development (pp. 5-17). San Francisco: Jossey-Bass

Zimmer-Gembeck, M. J., & Skinner, E. A. (2009). Coping, developmental influences. In H. Reis & S. Sprecher (Eds.), Encyclopedia of human relationships. Newbury Park: Sage.

Kindermann, T. A., & Skinner, E. A. (2009). How do naturally existing peer groups shape children’s academic development during sixth grade? European Journal of Psychological Science, 3, 31-43.

Zimmer-Gembeck, M. J., & Skinner, E. A. (2008). Adolescents’ coping with stress: development and diversity. Prevention Researcher, 15, 3-7. [Introduction to special issue on adolescent coping].

Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology,100, 765-781.

Skinner, E., & Greene, T. (2008). Perceived control: Engagement, coping, and development. In T. L. Good (Ed.), 21st Century Education: A Reference Handbook, Vol. 1 (pp. 121-130). Newbury Park: Sage Publications.

Skinner, E. A. (2007). Secondary control critiqued: Is it secondary? Is it control? Commentary on Morling and Evered (2006). Psychological Bulletin, 133(6), 911-916.

Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children's academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82.

Skinner, E. A. (2007). Coping assessment. In S. Ayers, A. Baum, C. McManus, S. Newman, K. Wallston, J. Weinman & R. West (Eds.), Cambridge Handbook of Psychology, Health and Medicine (2nd Edition) (pp. 245-250). Cambridge UK: Cambridge University Press.

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

Skinner, E. A. (2003). Coping across the lifespan. In N. J. Smelser & P. B. Baltes (Eds.-in-Chief), N., Eisenberg (Vol. Ed.), International encyclopedia of the social and behavioral sciences. Elsevier: Oxford, Great Britain.

Skinner, E. A., & Edge, K. (2002). Self-determination, coping, and development. In E. L. Deci & R. M. Ryan (Eds.), Self-determination theory: Extensions and applications (pp. 297-337). Rochester, NY: University of Rochester Press.

Skinner, E. A., & Edge, K. (2002). Parenting, motivation, and the development of coping. In L. J. Crockett (Ed.), The Nebraska Symposium on Motivation: Motivation, agency, and the life course (pp. 77-143). Lincoln NB: University of Nebraska Press.

Skinner, E. A. (1999). Action regulation, coping, and development. J. B. Brandtstädter, & R. M. Lerner (Eds.), Action and self-development. Thousand Oaks, CA: Sage.

Skinner, E. A., & Edge, K. (1998). Reflections on coping and development across the lifespan. International Journal of Behavioral Development, 22, 357-366.

Skinner, E. A. (1998). Strategies for studying social influences on motivation. In J. Heckhausen & C. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 216 - 234). Cambridge, UK: Cambridge University Press.

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 Press. 

Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549 - 570.

Skinner, E. A. (1995). Perceived control, motivation, and coping. Newbury Park, CA: Sage Publications.

Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. Featherman, R. Lerner, & M. Perlmutter (Eds.) Life-span development and behavior, Vol. 12 (pp. 91-133). Hillsdale, NJ: Erlbaum.

Schmitz, B., & Skinner, E. (1993). Perceived control, effort, and academic performance: icdnterindividual, intraindividual, and time series analyses. Journal of Personality and Social Psychology, 64, 1010-1028.

Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? The joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65 (4), 781-791.

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.

Skinner, E. A. (1992). Perceived control: Motivation, coping, and development. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 91 - 106). London: Hemisphere Publishing Corporation.

Kindermann, T. A., & Skinner, E. A. (1992). Modeling environmental development: Individual and contextual trajectories. In J. B. Asendorpf & J. Valsiner (Eds.), Framing stability and change: An investigation into methodological issues (pp. 155-190). Newbury Park, CA: Sage.

Skinner, E A. (1991). Development and perceived control: A dynamic model of action in context. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child development, Vol. XXIII (pp. 167-216).Hillsdale, NJ: Erlbaum.

Chapman, M., Skinner, E. A., & Baltes, P. B. (1990). Interpreting correlations between children's perceived control and cognitive performance: Control, agency, or means-ends beliefs? Developmental Psychology, 23, 246-253.

Skinner, E. A., Schindler, A., & Tschechne, M. (1990). Self-other differences in children's perceptions about the causes of important events. Journal of Personality and Social Psychology, 58(1), 144-155.

Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: The role of perceived control in children's engagement and school achievement. Journal of Educational Psychology, 82, 22-32.

Skinner, E. A. (1990). Age differences in the dimensions of perceived control during middle childhood: Implications for developmental conceptualizations and research. Child Development, 61, 1882-1890.

Skinner, E. A. (1990). What causes success and failure in school and friendship? Developmental differentiation of children's beliefs across middle childhood. International Journal of Behavioral Development, 13, 157-176.