Selected Publications
Books, Monographs, Special Sections, & Review Articles
Wentzel, K. R., & Skinner, E. A. (Co-eds., in press). The other half of the story: The role of social relationships and social contexts in the development of academic motivation. Special Issue in Educational Psychology Review.
Skinner, E. A., Rickert, N. J., Vollet, J. W., & Kindermann, T. A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement, Educational Psychologist, DOI: 10.1080/00461520.2022.2038603
Skinner, E. A., & Kindermann, T. A. (Co-editors) (2020). Introduction to the special section on the development of motivational resilience in school. International Journal of Behavioral Development, 44(4), 287-289.
Skinner, E. A., Graham, J. P., Brule, H., Rickert, N., & Kindermann, T. A. (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(4), 290-300.
Human Development Teaching & Learning Group. (2020). Human development: A lifespan perspective. Open Educational Resources Textbook, Portland State University.
Skinner, E. A., Kindermann, & Mashburn, A. J. (2019). Lifespan developmental systems: Meta-theory, methodology, and the study of applied problems. An Advanced Textbook. New York, NY: Routledge.
Skinner, E. A., & Saxton, E. A. (2019). The development of academic coping in children and youth: A comprehensive review and critique. Developmental Review, 53, 100870.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping: Stress, neurophysiology, social relationships, and resilience during childhood and adolescence. New York: Springer.
Zimmer-Gembeck, M. J., & Skinner, E. A. (2016). The development of coping: Implications for psychopathology and resilience. In D. Cicchetti (Ed.), Developmental Psychopathology (pp. 485-545). New York: Wiley.
Zimmer-Gembeck, M.J., Webb, H.J., Pepping, C. A., Swan, K., Merlo, O., Skinner, E. A., Avdagic, E., & Dunbar, M. (2015). Review: Is parent-child attachment a correlate of children’s emotional regulation and coping? International Journal of Behavioral Development. DOI: 10.1177/0165025415618276
Zimmer-Gembeck, M. J., Dunbar, M., Ferguson, S., Rowe, S., Webb, H., & Skinner, E. A. (Eds.) (2014). Special section on “Developmental and Clinical Approaches to Coping and Emotion Regulation,” Australian Journal of Psychology.
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.
Skinner, E. A., & Zimmer-Gembeck, M. J. (Volume Eds.), (2009). Coping and the development of regulation. R. W. Larson & L. A. Jensen (Series Eds.), 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 at School (pp. 223-245). New York, NY: Routledge.
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. A., 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.
Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63 (nos. 2 and 3) whole no. 254.
Skinner, E. A., & Edge, K. (Eds.) (1998). Special section on “Coping and Development Across the Life-span”. International Journal of Behavioral Development, 22.
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.
Skinner, E. A. (1985). Action, control judgments, and the structure of control experience. Psychological Review, 92, 39-58.
Articles and Book Chapters
Skinner, E.A., Rickert, N.P., Vollet, J.W., & Kindermann, T.A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist, 57, 87-113. DOI: 10.1080/00461520.2022.2038603.
Rickert, N. & Skinner, E. A. (2022). Parent and teacher involvement and the development of students’ academic engagement: A growth curve analysis over four time points. Journal of Adolescence. DOI: 10.1002/jad.12019.
Skinner, E. A., & Raine, K. E. (in press). Unlocking the positive synergy between engagement and motivation. In S. Christenson & A. Reschly (Eds.), The handbook of research on student engagement. New York, NY: Springer.
Skinner, E. A., & Saxton, E. A. (in press). Coping as an essential process of everyday motivational resilience in school. In J. Reeve (Ed.), Oxford Handbook of Educational Psychology. Oxford, UK: Oxford University Press.
Skinner, E. A. (in press). Is academic motivation a tree trunk, a fan, a wall, a rope, a snake, or a spear? No, it’s an elephant and it’s on fire. In Bong, M. Kim, S-I, & Reeve, J. (Eds.) Motivation science: Controversies and insights. Oxford, UK: Oxford University Press.
Skinner, E. A., Kindermann, T. A. Vollet, J. W., & Rickert, N. P. (in press). Motivation in the wild: Capturing the complex social ecologies of academic motivation. In Bong, M. Kim, S-I, & Reeve, J. (Eds.) Motivation science: Controversies and insights. Oxford, UK: Oxford University Press.
Skinner, E. A. & Saxton, E. A. (in press). Academic coping. In L. Zhang (Ed.), Oxford Research Encyclopedia of Education. New York, NY: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00889.R2
Skinner, E. A., & Zimmer-Gembeck, M. J. (in press). The development of coping during infancy and early childhood. Encyclopedia of Infant and Early Childhood Development, 2nd edition.
Rickert, N., & Skinner, E. A. (2021). Parent and teacher warm involvement and students’ academic engagement: The mediating role of self-system processes. British Journal of Educational Psychology. E12470.
Roeser, R. W., Mashburn, A. J., Skinner, E. A., Choles, J. R., Taylor, C., Rickert, N. P., Pinela, C., Robbeloth, J., Saxton, E., Weiss, E., Cullen, M., & Sorenson, J. (2021). Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000675
Skinner, E. A., Chi, U., & the Learning-Gardens Educational Assessment Group (2021). The role of motivation and engagement in garden-based education for science learning in at-risk middle school students: A Self-determination Theory perspective (pp. 5-35). In M. Barnett, A. Patchen, L. Esthers, & N. Kloboch (Eds.), Urban agriculture and STEM learning, vol. 1. Research perspectives.New York: Springer.
Gardner, A. A., Zimmer-Gembeck, M. J., & Skinner, E. A. (2021). Coping Skills. In A. Epperson (Section Editor), B. Halpern-Felsher (Editor). The Encyclopedia of Child and Adolescent Health: Cognitive and Psychosocial Development. Oxford, Great Britain: Elsevier. https://doi.org/10.1016/B978-0-12-818872-9.00029-7.
Skinner, E. A., & Saxton, E. A. (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(4), 339-353.
Rickert, N. P., Skinner, E. A., & Roeser, R. W. (2020). 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(1), 5-19.
Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10(2), 245-255.
Skinner, E. A. (2019). Engagement and motivation during childhood. In S. Hupp & J. Jewell (Eds.), Encyclopedia of Child and Adolescent Development (pp. 1-14). New York: Wiley. https://doi.org/10.1002/9781119171492.wecad170
Kindermann, T. A., & Skinner, E. A. (2019). Is psychology suffering from an epidemic of “contagion”? Moving from metaphors to theoretically derived concepts and methods in the study of social influences. Theory & Psychology, 0959354319857154.
Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. A. (2019). Middle school teachers' mindfulness, occupational health and well-being, and quality of teacher-student interactions. Mindfulness, 10 (2), 245-255.
Skinner, E. A. (2018). Children’s developmental needs during the transition to kindergarten: What can research on social-emotional, motivational, cognitive, and self-regulatory development tell us? In A. J. Mashburn, J. LoCasale-Crouch, & K. C. Pears (Eds.). (2018). Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development. (pp. 31-58) New York, NY: Springer.
Zimmer-Gembeck, M. J., Skinner, E. A., Modecki, K. L., Webb, H. J., Gardner, A. A., Hawes, T., & Rapee, R. M. (2018). The Self-Perception of Flexible Coping with Stress: A new measure and relations with emotional adjustment. Cogent Psychology, 5(1), 1-21
Williams, D. R., Brule, H., Kelley, S., & Skinner, E. A. (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).https://doi.org/10.1186/s40594-018-0104-9
Skinner, E. A., Saxton, E. A., Currie, C., & Shusterman, G. (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(17), 2433-2459.
Vollet, J., Kindermann, T., & Skinner, E. (2017). In peer matters, teachers matter: Peer group influences on students' engagement depend on teacher involvement. Journal of Educational Psychology,109, 635-652.
Pitzer, J. R., & Skinner, E. A. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41, 15-29.
Skinner, E. A. (2017). Seven guideposts to the study of perceived control across the lifespan. In J. W. Reich & F. J. Infurna (Eds.), Perceived control: Theory, research, and practice in the first 50 years. New York, NY: Oxford University Press.
Skinner, E. A., Pitzer, J. R., & Steele, J. (2016). 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.
Zimmer-Gembeck, M. J., Van Petegem, S., & Skinner, E. A. (2016). Emotion, controllability and orientation towards stress as correlates of children’s coping with interpersonal stress. Motivation and Emotion, 40, 178-191.
Skinner, E. A. (2016). Engagement and disaffection as central to processes of motivational resilience and development. In K. Wentzel & D. Miele (Eds.), Handbook of Motivation at School, 2nd ed (pp. 145-168). Malwah, NJ: Erlbaum.
Skinner, E. A., & Beers, J. (2016). Mindfulness and teachers’ coping in the classroom: A developmental model of teacher stress, coping, and everyday resilience. In K. Schonert-Reichl & R. W. Roeser (Co-Eds.), Handbook on Mindfulness in Education: Emerging Theory, Research, and Programs (pp. 99-118). Springer-Verlag.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2015). Coping. In T. Friedman (Ed.), Encyclopedia of Mental Health. New York, NY: Academic Press.
Zimmer-Gembeck, M. J., & Skinner, E. A. (2015). Adolescent vulnerability and the distress of rejection: Associations of adjustment problems and gender with control, emotions, and coping. Journal of Adolescence, 45, 149-159.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2015). Coping across the lifespan. In J. D. Wright (Ed.-in-Chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 4. (pp. 887–894). Oxford, Great Britain: Elsevier.
Skinner, E. A., Pitzer, J. R., & Brule, H. A. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 331-347). New York: Taylor & Francis.
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). 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, vol. 113, (pp. 101-123). Columbia University: Teachers’s College.
Saxton, E., Burns, R., Holveck, S., Kelley, S., Prince, D., Rigelman, N., & Skinner, E. A. (2014). 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.
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.
Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In S. Christenson, A. Reschly, & C. Wylie (Eds.), 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 training 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, 33(5), 684-709.
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 and the development of coping. In S. Folkman (Ed.), OxfordHandbook of Stress, Health, and Coping (pp. 35-58). Oxford University Press: Oxford, Great Britain.
Zimmer-Gembeck, M. J., & Skinner, E. A. (2009). Coping, developmental influences. In H. Reis & S. Sprecher (Eds.), Encyclopedia of human relationships. Newbury Park: Sage.
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., Kindermann, T. A., & Furrer, C. (2009). 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.
Kindermann, T. A., & Skinner, E. A. (2009). How do naturally existing peer groups shape children’s academic development in sixth grade? European Journal of Psychology, 3, 31-43.
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.
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.
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. 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. A. (2003). Sense of relatedness as a factor in children’s academic engagement 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. Oxford, Great Britain: Elsevier.
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., & Edge, K. (2002). Self-determination, coping, and development. In E. L. Deci & R. M. Ryan (Eds.), Self-determination theory (pp. 297-337). Rochester, NY: University of Rochester Press.
Skinner, E. A. (1999). Action regulation, coping, and development. In Brandtstädter, J. B., & Lerner, R. M. (Eds.), Action and self-development (pp. 465 - 503). 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.
Skinner, E. A. (1997). Planning and perceived control. In S. Friedman & E. Scholnick (Eds.), Why, how, and when do we plan? The developmental psychology of planning (pp. 263 - 284). Hillsdale, NJ: Earlbaum.
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. A. (1993). Perceived control, effort, and academic performance: Interindividual, 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. 23. Self processes in development (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.
Chapman, M., & Skinner, E. A. (1989). Children’s agency beliefs, cognitive performance and conceptions of effort and ability: Interaction of individual and developmental differences. Child Development, 60, 1229-1238.
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.
Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Children’s beliefs about control, means-ends, and agency: Developmental differences during middle childhood. International Journal of Behavioral Development, 11, 369-388.
Baltes, P. B., & Skinner, E. A. (1988). Learned helplessness. Encyclopedia of Aging (German edition). Berlin: Springer.
Kindermann, T. A., & Skinner, E. A. (1988). Developmental tasks as organizers of children’s ecologies: Mother contingencies as children learn to walk, eat, and dress. In J. Valsiner (Ed.), Children’s development within socio-culturally structured environments (pp. 66-109). Norwood, NJ: Ablex.
Skinner, E. A., & Chapman, M. (1987). One resolution of a developmental paradox: How can perceived internality increase, decrease, and remain the same across middle childhood? Developmental Psychology, 23, 44-48.
Skinner, E. A., & Connell, J. P. (1986). Development and the understanding of control. In M. M. Baltes & P. B. Baltes (Eds.), Aging and the psychology of control (pp. 35-63). Hillsdale, NJ: Erlbaum.
Skinner, E. A. (1986). The origins of young children’s perceived control: Caregiver contingent and sensitive behavior. International Journal of Behavioral Development, 9, 359-382.
Skinner, E. A. (1985). Determinants of mother-sensitive and contingent-responsive behavior: The role of childrearing beliefs and socioeconomic status. In I. Sigel (Ed.), The role of parental belief systems as influences on parent-child interactions (pp. 51-82). Hillsdale, NJ: Erlbaum.
Peters, D. L., Neisworth, J. T., & Yawkey, T. D. (with D. Dudzinski, S. Herb, S. Golbeck, E. Klein, & E. A. Skinner) (1985). Early childhood education: From theory to practice. Monterey, CA: Brooks/Cole.
Skinner, E. A., & Chapman, M. (1984). Control beliefs in an action perspective. Human Development, 27, 129-132.
Chapman, M., & Skinner, E. A. (1984). Action in development - Development in action. In M. Frese & J. Sabini (Eds.), Goal-directed behavior: The concept of action in psychology (pp. 199-213). Hillsdale, NJ: Erlbaum.
Baltes, M. M., & Skinner, E. A. (1983). Cognitive performance deficits and hospitalization: Learned helplessness, instrumental passivity, or what? Journal of Personality and Social Psychology, 45(5), 1013-1016.
Skinner, E. A. (1983). Formative user-based evaluation of programs. In F. Deutsch (Ed.), Child services: On behalf of children . Monterey, CA: Brooks/Cole.
Lerner, R. M., Skinner, E. A., & Sorell, G. T. (1980). Methodological implications of contextual/dialectical theories of development. Human Development, 23, 225-235.