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Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience

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Abstract

The goal of this chapter is to present a perspective on student engagement with academic work that emphasizes its role in organizing the daily school experiences of children and youth as well as their cumulative learning, long-term achievement, and eventual academic success. A model grounded in self-determination theory, and organized around student engagement and disaffection with learning activities, seems to offer promise to the study of academic development by specifying the dynamic cycles of context, self, action, and outcomes that are self-stablizing or self-amplifying, and may underlie trajectories of motivation across many school years. The study of ongoing engagement can be enriched by the incorporation of concepts of everyday resilience, focusing on what happens when students make mistakes and encounter difficulties and failures in school. The same personal and interpersonal resources that promote engagement may shape students’ reactions to challenges and obstacles, with academic coping an especially important bridge back to reengagement. Future research can examine how these motivational dynamics contribute to the development of durable academic assets, such as self-regulated learning and proactive coping, and an academic identity that allows students eventually to take ownership for their own learning and success in school.

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  1. Department of Psychology, Portland State University, Portland, OR, USA

    Ellen A. Skinner Ph.D. & Jennifer R. Pitzer MS

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  1. Ellen A. Skinner Ph.D.
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  2. Jennifer R. Pitzer MS
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Correspondence to Ellen A. Skinner Ph.D. .

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  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Skinner, E.A., Pitzer, J.R. (2012). Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_2

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