- Carrie Furrer
Portland State University
E-mail Author
CARRIE FURRER is a senior research associate at the Center for Improvement
of Child and Family Services in the Graduate School of Social
Work at Portland State University. Her research interests include the
influence of peer groups on students’ academic motivation, especially
during the transition to high school; youth development programs that
promote academic motivation and achievement; early childhood education
and intervention; and family support. She specializes in program
evaluation, research methods and quantitative data analysis. Recent publications:
Furrer, C. J. (2010). Capturing the friendship group context:
Friendship group engagement vs. disaffection. Journal of Adolescence, 33,
853–867; and 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 & Psychological
Measurement, 69, 493–525.
- Ellen Skinner
Portland State University
E-mail Author
ELLEN SKINNER is a professor of developmental science and education
in the psychology department at Portland State University. Her research
interests focus on the development of children’s motivation, coping, and
academic identity in school. She is especially interested in how to promote
students’ engagement and motivational resilience as antidotes to
the steady losses in motivation that start when children enter school and
are especially serious over transitions, like to middle and high school. Her
team is focusing on two ingredients that shape motivational resilience:
(1) close relationships with teachers, parents, and peers, and (2) academic
work that is authentic and intrinsically motivating. Recent publications:
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,
43,16–36; and Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). The development
of coping across childhood and adolescence: An integrative
review and critique of research. International Journal of Behavioral Development,
35, 1–17.
- Jennifer Pitzer
Portland State University
E-mail Author
Jennifer Pitzer is a graduate student in the Department of Psychology
at Portland State University. Her research interests include the influence
of teacher support (i.e., warmth, structure, and autonomy support) on
the development of students’ motivational resilience, particularly over the
transition to middle school. Recent publications: 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, NY: Springer Science.
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