Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience

By Ellen A. Skinner, J. Pitzer. 2012

985 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/f53c361d675b48632915e32b318f580827ab9e83

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Citations in the corpus

The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience (2014, background): “Students can draw on these resources when they encounter difficulties, coping constructively, reengaging with challenging academic tasks, and in general developing everyday motivational resilience (Martin & Marsh, 2009; Skinner & Pitzer, 2012).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “…that promote meaningful engagement include a combination of environmental challenge and environmental support (APA, 1997; Fraser, 1998; Goetz, Ludtke, Nett, Keller, & Lipnevich, 2013; Hospel & Galand, 2016; D. J. Shernoff et al., 2016; Skinner & Pitzer, 2012; Urdan & Turner, 2005; Zedan, 2010).”
An examination of teachers’ strategies to foster student engagement in blended learning in higher education (2021, background): “Here considered in a course context, it represents the investment and energy that students devote to learning (Borup et al., 2020; Fredricks et al., 2016; Skinner & Pitzer, 2012).”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, methodology): “Such studies suggest that engagement is malleable, responsive to the environment, and influenced by personal characteristics (e.g., Gresalfi, 2009; Skinner & Pitzer, 2012).”
The Reciprocal Links between School Engagement, Youth Problem Behaviors, and School Dropout during Adolescence (2013, background): “…behaviorally, emotionally, and cognitively engaged with school creates a motivational context that shapes their capacity to deal with difficulties and obstacles in school, bounce back from setbacks and failures, and constructively re-engage with challenging academic tasks (Skinner & Pitzer, 2012).”
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “Although engagement is an important type of motivated action and the focus of this study, it is not the only motivated action—persistence, task selection, and coping, for instance, are also motivated actions (Skinner & Pitzer, 2012).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “A focus on institutional-level engagement (Skinner & Pitzer, 2012) also limited the usefulness of several instruments including the SEQ, NSSE (Kuh, 2009; NSSE, 2014), and Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006).”
Measuring student engagement in technology-mediated learning: A review (2015, methodology): “Skinner and Pitzer (2012) developed a model that best explains the levels at which student engagement has been studied, as well as the general outcomes of interest at those levels.”
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “Achievement behavior presumably reflects inner motivational processes (e.g., self-concept of ability and task-value beliefs) that energize and direct behavior (see Eccles & Wang, 2012; Guthrie & Klauda, 2015; Reeve, 2012; Skinner & Pitzer, 2012).”
Coping as Part of Motivational Resilience in School (2013, methodology): “Six ways of coping poorly with academic stressors were also included in the multidimensional measure: Confusion, Escape, Concealment, Selfpity, Rumination, and Projection (see Table 1 for definitions; Skinner & Pitzer, 2012b).”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “In the motivational conceptualisation of engagement (Model of Motivational Dynamics, Skinner and Pitzer 2012) its opposite is called disaffection and encompasses various ways in which students withdraw from learning (Skinner, Kindermann, and Furrer 2009; Skinner and Pitzer 2012).”