Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?

By Ellen A. Skinner, Carrie J. Furrer, Gwen C. Marchand, Thomas Kindermann. 2008

1,984 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/76102d1eafaf7befd6ee91f67928dce9071b0d2f

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In Clinical Psychology

In Education

Citations in the corpus

Authentic Problem Solving and Learning in the 21st Century (2015, background): “Students who are engaged in learning have been found to invest greater effort and exhibit more persistence and determination, thereby contributing to higher-quality learning and better learning outcomes (Fredricks et al. 2004; Skinner et al. 2008).”
Encouraging intrinsic motivation in management training: The use of business simulation games (2019, background): “On the other hand, facilitators of engagement refer to “the causal factors (outside the construct) that are hypothesized to influence engagement” (Skinner et al., 2008; p.766), such as motivation.”
Development and Validation of the Student Interest and Engagement Scales (2012, background): “Titsworth (2001b) argued that such details often can be related to content material (e.”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…students’ motivations and school attachments are typically operationalized as antecedents to, and facilitators of, engagement, whereas variations in, and often behavioral indicators of, engagement are thought to follow changes in the degree and/or type of student motivation (Skinner et al., 2008).”
Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale (2010, background): “…are supportive in their communication, students report higher levels of emotional engagement and lower levels of boredom, anxiety, and frustration (Skinner et al., 2008); on the contrary, when teachers enact hurtful messages, students experience negative emotions and save face by changing majors…”
Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, methodology): “Skinner et al. (2008) argued that “relatedness tends to be overlooked as a self-perception in the academic domain” (p. 768).”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, methodology): “001) with behavioral engagement, and have predicted the development of behavioral engagement over the course of a school year (Skinner et al., 2008).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, background): “Student perceptions of each of the three types of need-supportive practices, and their aggregate, are related negatively to student disaffection or amotivation (Skinner et al., 2008).”
The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride? (2013, result): “This path is consistent with studies concluding that teachers’ supportive behaviors may influence how students characterize their relationships with teachers (Skinner et al., 2008).”
Passion and motivation for studying: predicting academic engagement and burnout in university students (2011, background): “Behavioural engagement is measured by indicators such as effort, exertion, intensity and absorption and emotional engagement by indicators such as interest, enjoyment, enthusiasm and vitality (Skinner et al., 2008; Skinner, Kindermann, & Furrer, 2009).”