Engagement and Disaffection as Central to Processes of Motivational Resilience and Development
By Ellen A. Skinner. 2016
113 citations recorded by the source corpus.
Subfields: Clinical Psychology
View Paper: https://www.semanticscholar.org/paper/ad945e56e59868bbd7c64e8bb3ee96a64b8a2934
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Thomas Kindermann
- Alastair Henry
- C. Thorsen
- A. Mystkowska‐Wiertelak
- Ellen A. Skinner
- Justin William Vollet
- Nathalie Aelterman
- L. Haerens
Citations in the corpus
- Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “Student engagement is a prerequisite for optimal deep-level learning (Barkoukis et al. 2014; Skinner 2016; Skinner, Zimmer-Gembeck, and Connell 1998) and an important determinant of students’ vocational success and future occupational outcomes (AbbottChapman et al. 2014).”
- Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “However, this realisation implies also that ‘teachers and schools are complicit in the creation of disaffection’ (Skinner 2016: 159).”
- Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression (2018, methodology): “In mainstream educational psychology the construct space of engagement also encompasses the negative dimensions of disengagement and disaffection (Skinner, 2016).”
- In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “Viewing engagement from a motivational perspective opens up the possibility that many of the factors already established as important predictors of motivational development may also serve to support students’ classroom engagement (Reeve, 2012; Skinner, 2016; Wang & Eccles, 2012).”
- Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Studies show that disaffection is associated with poor quality coping, motivational deficits, low achievement, and diminished resilience in school (see Skinner, 2016, for a review).”