Papers by Thomas Kindermann
Educational and Psychological Measurement, 2009
This article presents a motivational conceptualization of engagement and disaffection: First, it ... more This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffec- tion, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined
Journal of Educational Psychology, 2008
A study of 805 4th through 7th graders used a model of motivational development to guide the inve... more A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.
Theories and research on children’s motivation in s chool employ a wealth of constructs to explai... more Theories and research on children’s motivation in s chool employ a wealth of constructs to explain its differential development (Wigfield, Ecc les, Schiefele, Roeser, & Davis-Kean, 2006). Classes of major predictors have been drawn from work on self-system processes, such as
Merrill Palmer Quarterly, 1999
Child Development, Jul 1, 2007
This study examined the effects of peer groups on changes in academic engagement in 11-to 13-year... more This study examined the effects of peer groups on changes in academic engagement in 11-to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
Child Development, 2007
This study examined the effects of peer groups on changes in academic engagement in 11-to 13-year... more This study examined the effects of peer groups on changes in academic engagement in 11-to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
... A specific model has been suggested for the study of motivation in school (Kindermann, 1993; ... more ... A specific model has been suggested for the study of motivation in school (Kindermann, 1993; 1996): Children who are initially rich(in terms of their own motivation as well as in terms of their affiliates) may become richer across the time they spend with their groups, whereas ...
We used social relations modeling (SRM; mixed modeling and SOREMO) to examine liking among peers ... more We used social relations modeling (SRM; mixed modeling and SOREMO) to examine liking among peers (affective preferences) in relation to gender and socioemotional problems. Participants (N ¼ 278, age 10 to 13) rated how much they liked each other and reported depressive symptoms, negative beliefs, and social worries. Boys and girls were equally liked, but liked same-gender more than cross-gender peers. Genders showed similar consensus about liking for same-gender peers; rater differences were important for crossgender liking. Depressed preadolescents were liked less but did not like classmates less. Participants who attributed more negative qualities to peers were less liked and liked others less. SRM showed no associations between worry and affective preferences, whereas others analyses indicated those with high worry were less liked. SRM results were compared to results using more typical methods, and recommendations were made for using same-gender vs. cross-gender ratings and summary affective preference scores.
Journal of Adolescence, 2010
Journal of Adolescence, 2010
We used social relations modeling (SRM; mixed modeling and SOREMO) to examine liking among peers ... more We used social relations modeling (SRM; mixed modeling and SOREMO) to examine liking among peers (affective preferences) in relation to gender and socioemotional problems. Participants (N ¼ 278, age 10 to 13) rated how much they liked each other and reported depressive symptoms, negative beliefs, and social worries. Boys and girls were equally liked, but liked same-gender more than cross-gender peers. Genders showed similar consensus about liking for same-gender peers; rater differences were important for crossgender liking. Depressed preadolescents were liked less but did not like classmates less. Participants who attributed more negative qualities to peers were less liked and liked others less. SRM showed no associations between worry and affective preferences, whereas others analyses indicated those with high worry were less liked. SRM results were compared to results using more typical methods, and recommendations were made for using same-gender vs. cross-gender ratings and summary affective preference scores.
Journal of Adolescence, 2010
Uploads
Papers by Thomas Kindermann