Department of Psychology

Assessments

Assessments

  1. SPIRES: Self-Determination, Purpose, Identity, and Engagement in Science
  2. Garden-Based Engagement, Self-Systems, and Contextual Supports
  3. Student Perception of Control Questionnaire
  4. Academic Coping
  5. Re-Engagement: Reactions to Academic Challenges
  6. Classroom Engagement
  7. Classroom Engagement: College Studetns
  8. Parents as a Social Context (PASCQ)
  9. Teacher as a Social Context (TASC)
  10. Sense of Relatedness
  11. Teacher Mindfulness in the Classroom
  12. Friendship Group Motivational Systems

 

1. SPIRES: Self-Determination, Purpose, Identity, and Engagement in Science

Skinner, E. A., Saxton, E. A., Currie, C., & Shusterman, G. (2017). A motivational account of the undergraduate experience in science: Brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education, 39(17), 2433-2459

 

2. Garden-Based Engagement, Self-Systems, and Contextual Supports

Skinner, E. A., Chi, U., & the Learning-Gardens Educational Assessment Group (2012). Intrinsic motivation and engagement as “active ingredients” in garden-based education: Examining models and measures derived from self-determination theory. Journal of Environmental Education, 43(1),16-36.

Learning-Gardens Educational Assessment Group (2008). Learning-Gardens Educational Assessment Package (LEAP): Student Engagement, Learning, Self-system Processes, and Teacher Motivational Supports. Technical Report, Portland State University.

 

3. Student Perception of Control Questionnaire

Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Beliefs about control, means-ends, and agency: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117-133.

Wellborn, J. G., Connell, J. P., & Skinner, E. A. (1989). The Students Perceptions of Control Questionnaire (SPOCQ): Academic Domain. Technical Report, University of Rochester, Rochester, NY.

 

4. Academic Coping

Skinner, E. A., Pitzer, J. R., & Steele, J. (2013). Coping as part of motivational resilience in school: A multi- dimensional measure of families, allocations, and profiles of academic coping. Journal of Educational and  Psychological Measurement, 73, 803

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.

Skinner, E. A., & Wellborn, J. G. (1997). Six families of coping in the academic domain. Technical report. University of Rochester. Rochester, NY.

 

5. Re-Engagement: Reactions to Academic Challenges

Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 21-45). New York: Springer Science.

Skinner, E. A., Pitzer, J. R., & Steele, J. (2013). Coping as part of motivational resilience in school: A multi-dimensional measure of families, allocations, and profiles of academic coping. Journal of Educational and Psychological Measurement, 73, 803-8

Skinner, E. A., Pitzer, J. R., & Steele, J. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52, 2099-2117.

 

6. Classroom Engagement

Skinner, E. A., Kindermann, T. A., & Furrer, C. (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 a

Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, New York.

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.

 

7. Classroom Engagement: College Students

Chi, U., Skinner, E. A., & Kindermann, T. A. (2010). Engagement and Disaffection in the College Classroom: Construction and Validation of a Measurement Tool to Assess Students’ Motivation to Learn. Technical Report, Portland State University.

 

8. Parent as Social Context (PASCQ)

Skinner, E. A., Johnson, S. J., & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice, 2, 175 - 235.

Parent as Social Context (PASC). Two Measures of Parent Provision of Involvement, Structure, and Autonomy Support. (2005). Technical Report, Portland State University, Portland, OR.

 

9. Teacher as Social Context (TASC)

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.

Teacher as Social Context (TASC). Two Measures of Teacher Provision of Involvement, Structure, and Autonomy Support. (1992). Technical Report, University of Rochester, Rochester, NY.

 

10. Sense of Relatedness

Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.

 

11. Teacher Mindfulness in the Classroom

Rickert, N. P., Skinner, E. A., & Roeser, R. W. (2019). Development of a multidimensional, multi-informant measure of teacher mindfulness as experienced and expressed in the middle school classroom. International Journal of Behavioral Development, 44(1), 5–19. 

 

12. Friendship Group Motivational Systems

Furrer, C. J. (2005). The friendship group motivational systems: Naturally-occurring resources and liabilities during the transition to high school. Unpublished dissertation, Portland State University.