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Cited by 1,152

The DOI matches its Crossref record; 212 of the 212 references it cites were found in a registry or an index.

Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience

Skinner, Ellen A., Pitzer, Jennifer R.·2012·Handbook of Research on Student Engagement
DOI 10.1007/978-1-4614-2018-7_2
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Cites

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Citations

Cites

Show all 212 references

Research works printed but not linked: 13

  1. Ames, C., & Ames, R. (1985). Research on motivation in education (The classroom milieu, Vol. 2). San Diego, CA: Academic.
  2. Anderman, L. H. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students’ positive and negative affect following transition to middle school. Journal of Research and Development in Education, 32, 89–103.
  3. Boesch, E. E. (1976). Psychopathologie des alltags [Everyday psychopathology]. Bern, Switzerland: Huber.
  4. Chapman, M. (1984). Intentional action as a paradigm for developmental psychology: A symposium. Human Development, 27, 113–114. · doi:10.1159/000272908
  5. Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 13–44). New York: Academic.
  6. Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center of Educational Statistics.
  7. Grolnick, W. S., & Ryan, R. M. (1992). Parental resources and the developing child in school. In M. E. Procidano & C. B. F. Fisher (Eds.), Contemporary families: A handbook for school professionals (pp. 275–291). New York: Teachers College Press.
  8. Nelson-Le Gall, S., Gumerman, R. A., & Scott-Jones, D. (1983). Instrumental help-seeking and everyday problem-solving: A developmental perspective. In B. DePaulo, A. Nadler, & J. Fisher (Eds.), New directions in helping: Help-seeking (Vol. 2, pp. 265–284). New York: Academic.
  9. Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Des Moines, IA: Iowa Department of Education.
  10. Patterson, G. R. (1982). Coercive family processes. Eugene, OR: Castalia Press.
  11. Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), The handbook of self-determination research (pp. 183–203). Rochester, NY: University of Rochester Press.
  12. Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. Ames (Eds.), Research on motivation in education: The classroom milieu (pp. 13–51). New York: Academic.
  13. Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009a). Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 223–245). Malwah, NJ: Erlbaum.

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Metadata

Authors
Skinner, E. A., & Pitzer, J. R.
Venue
Handbook of Research on Student Engagement
Publisher
Springer US
Published
2012
Pages
21-44
DOI
10.1007/978-1-4614-2018-7_2
OpenAlex
W2108055971
Cited by
1,152
References
212
FWCI
70.67
Type
book chapter
Language
en
Open access
closed
Licence

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CoChat. (2026). Citation check: Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. https://app.cochat.ai/papers/10.1007/978-1-4614-2018-7_2
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Skinner, E. A., & Pitzer, J. R. (2012). Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. Handbook of Research on Student Engagement. https://doi.org/10.1007/978-1-4614-2018-7_2

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.