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The Development Of Personal Resources In The Academic Domain: Age Differences In The Evolution Of Coping And Perceived Control And The Process Structures That Facilitate Academic Engagement, Teresa Marie Greene

Dissertations and Theses

Studies investigating the development of perceived control and coping in the academic domain generally adopt an individual differences approach, reporting mean-level changes in these and associated constructs. Very few studies attempt to chart the process by which these personal resources exert individual and combined influences on academic outcomes, such as motivation and achievement, in light of normative developmental changes. Further, a consideration of reciprocal influences of these constructs on developmental changes and the contribution of social partners to these processes is not common.

Conceptualized from a systems perspective, this study integrates these different approaches in a longitudinal inquiry into the …

Exploring The Developmental Dynamics Of Motivational Resilience Over The Transition To Middle School, Jennifer Rose Pitzer

Dissertations and Theses

In recent years students' academic engagement has gained increasing favor as a necessary component of authentic learning experiences. However, less research has focused on what students do when they run into everyday problems in school that allows them to return (or not) to a state of ongoing engagement. Expanding on these ideas, this project explores students' motivational resilience in school, that is, the dynamic interactions among their ongoing engagement, emotional reactivity, academic coping, and re-engagement after encounters with difficulties and setbacks in school. Grounded in an established motivational model based on Deci & Ryan's (1985) self-determination theory, and building on …