Engagement and disaffection as organizational constructs in the dynamics of motivational development.

By Ellen A. Skinner, Thomas Kindermann, J. Connell, James G. Wellborn. 2009

366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d97d7f2f7f88c0bc7d9227d2c2743cf15a055b20

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Citations in the corpus

• Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “, parents, classrooms, school) factors in students’ academic and non-academic lives (Skinner et al., 2009).”
• Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease (2018, methodology): “5%) scales from the Engagement versus Disaffection with Learning measure (Skinner et al., 2009).”
• In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “…students’ ongoing, active, and energized participation in academic tasks, is a potential marker of a motivated state, and so can be considered an observable manifestation of the energy and persistence generated by underlying motivation (Ryan & Deci, 2009; Skinner et al., 2009; Wang & Degol, 2014).”
• Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, methodology): “…in science class was assessed with 20 items we adapted for our use in a daily diary design from the Engagement versus Disaffection with Learning Student Report (Furrer & Skinner, 2003; Skinner & Belmont, 1993; Skinner et al., 2009) and the Metacognitive Strategies Questionnaire (Wolters, 2004).”
• Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “Indeed, a number of studies support the claim that engagement plays a mediational role in the associations among social context, self, action, and outcomes (Connell & Wellborn, 1991; Noels, 2015; Patrick, Ryan, & Kaplan, 2007; Skinner & Edge, 2002; Skinner et al., 2009).”
• Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “Engagement theorists have also made an important distinction between facilitators and indicators of academic engagement (Caraway, Tucker, Reinke, & Hall, 2003; Skinner et al., 2008; Skinner et al., 2009).”
• How True Is Grit? Assessing Its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement (2017, methodology): “Behavioral engagement encompasses effort exertion, persistence, attention, and concentration (Skinner et al., 2009), whereas behavioral disaffection involves passivity and wanting to opt out of achievement activities (Skinner et al., 2008).”