Zobrazeno 1 - 10
of 59
pro vyhledávání: '"Thomas A. Kindermann"'
Publikováno v:
Educational Psychology Review. 34:2129-2165
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b53d429ecf650df4019b6efb5d008dd7
https://doi.org/10.1007/s10648-022-09714-0
https://doi.org/10.1007/s10648-022-09714-0
Publikováno v:
Motivation Science ISBN: 0197662358
Among the many factors that shape academic motivation and engagement, the interpersonal relationships that students share with their parents, teachers, and peers are central. The contributions of each of these social partners have been clearly docume
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::755b95b74133246c4a4679c1b93e95e7
https://doi.org/10.1093/oso/9780197662359.003.0075
https://doi.org/10.1093/oso/9780197662359.003.0075
Publikováno v:
Educational Psychologist. 57:87-113
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8e8f5d5d8b7d0795d940551b4f30ebc2
https://doi.org/10.1080/00461520.2022.2038603
https://doi.org/10.1080/00461520.2022.2038603
Publikováno v:
Peer Relationships in Classroom Management ISBN: 9781003148647
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1427711220cfadbdcc5045a5d550581d
https://doi.org/10.4324/9781003148647-11
https://doi.org/10.4324/9781003148647-11
Autor:
Heather Anne Brule, Jennifer Pitzer Graham, Thomas A. Kindermann, Nicolette P. Rickert, Ellen A. Skinner
Publikováno v:
International Journal of Behavioral Development. 44:290-300
Many subareas share a common interest in students’ motivational resilience, defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. Ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b093fc8858d188b270bf0c7375f09c47
https://doi.org/10.1177/0165025420924122
https://doi.org/10.1177/0165025420924122
Autor:
Justin W. Vollet, Thomas A. Kindermann
Publikováno v:
International Journal of Behavioral Development. 44:354-364
This study examined the role that peer groups play in shaping students’ academic re-engagement across their first year in middle school and whether influences are stronger from peers with whom students remained affiliated over time. Data were colle
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f1c048887e28d09eeca91e767602f96b
https://doi.org/10.1177/0165025419880614
https://doi.org/10.1177/0165025419880614
Autor:
Ellen A. Skinner, Thomas A. Kindermann
Publikováno v:
Theory & Psychology. 29:739-756
The term “contagion” has become increasingly popular as an omnibus catch-all to depict all kinds of mutual influences between people of equal status (or “peers”). We argue that some of these influences may qualify as “contagion,” but othe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::05e69468d072f00844b390fc46ce88bb
https://doi.org/10.1177/0959354319857154
https://doi.org/10.1177/0959354319857154
Autor:
Dawn DeLay, Brett Laursen, Noona Kiuru, Adam A. Rogers, Thomas A. Kindermann, Jari-Erik Nurmi
Publikováno v:
Int J Behav Dev
The present study compares two methods for assessing peer influence: the longitudinal actor–partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bb12ef3c4382ed5e7804e9908977b9bb
https://pubmed.ncbi.nlm.nih.gov/33927465
https://pubmed.ncbi.nlm.nih.gov/33927465
Autor:
Thomas A. Kindermann, Ellen A. Skinner
Publikováno v:
International Journal of Behavioral Development. 44:287-289
We introduce the umbrella construct of “motivational resilience and vulnerability in school” and explain how this special section contributes to initial field building efforts aimed at integrating complementary work on motivational, regulatory, d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4847988cec2e9aab924455e48e7e5729
https://doi.org/10.1177/0165025419873731
https://doi.org/10.1177/0165025419873731
Publikováno v:
Journal of Educational Psychology. 109:635-652
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9fee01ea2530a40a862a263552970a61
https://doi.org/10.1037/edu0000172
https://doi.org/10.1037/edu0000172