Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of behavioral children’s and emotional participation in academic activities in the classroom. Educational and 493-525. Psychological Measurement, 69, Skinner, E. & Pitzer, J. (2012). Developmental dynamics of student engagement, coping and everyday resilience. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook of (pp. 21-45). New York: Springer Science. research on student engagement Taboada, A., Tonks, S., Wigfield, A., & Guthrie, J. (2009). Effects of motivational and cognitive variables on reading comprehension. 85-106. Reading & Writing, 22, Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early academic adolescents’ achievement. 483-501. Child Development, 76, Wigfield, A., & Guthrie, J.T. (1997). Relations of motivation for reading to the amount children’s and breadth of their reading. 89, 420-432. Journal of Educational Psychology, Zhou, M., Ma, W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese motivation for learning. 492-498. Learning and Individual Differences, 19, children’s
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). 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, 69, 493-525. Skinner, E. & Pitzer, J. (2012). Developmental dynamics of student engagement, coping and everyday resilience. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-45). New York: Springer Science. Taboada, A., Tonks, S., Wigfield, A., & Guthrie, J. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading & Writing, 22, 85-106. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development, 76, 483-501. Wigfield, A., & Guthrie, J.T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432. Zhou, M., Ma, W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19, 492-498.
Guthrie-Klauda-research.docx