Ellen Skinner, Ph.D.
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Department of Psychology
Biography |
Selected Publications
Skinner, E. A., Kindermann, T. A., & Furrer, C. (in press). 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.
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (in press). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119-144.
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (in press). Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school. Malwah, NJ: Erlbaum.
Skinner, E., & Greene, T. (in press). Perceived control: Engagement, coping, and development. In T. L. Good (Ed.), 21st Century Education: A Reference Handbook. Newbury Park: Sage Publications.
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.
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., 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.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagment and performance. Journal of Educational Psychology, 95, 148-162.
Skinner, E. A. (in press). 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. Elsevier: Oxford, Great Britain.
Skinner, E. A., & Edge, K. (2002). Self-determination, coping, and development. In E. L. Deci & R. M. Ryan (Eds.), Self-determination theory: Extensions and applications (pp. 297-337). Rochester, NY: University of Rochester Press.
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. (1999). Action regulation, coping, and development. J. B. Brandtstädter, & R. M. Lerner (Eds.), Action and self-development. 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., 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, no. 254 (vol. 63, no.2-3).
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. (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 Press.
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. (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 Publications.
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. (1993). Perceived control, effort, and academic performance: icdnterindividual, 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. XXIII (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.
