| Engagement and disaffection in the classroom: Part of a larger motivational dynamic? E Skinner, C Furrer, G Marchand, T Kindermann Journal of educational psychology 100 (4), 765, 2008 | 2713 | 2008 |
| A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the … EA Skinner, TA Kindermann, CJ Furrer Educational and psychological measurement 69 (3), 493-525, 2009 | 2137 | 2009 |
| Engagement and Disaff ection as Organizational Constructs in the Dynamics of Motivational Development KR Wentzel, DB Miele Handbook of motivation at school, 237-260, 2009 | 810 | 2009 |
| Natural peer groups as contexts for individual development: The case of children's motivation in school. TA Kindermann Developmental psychology 29 (6), 970, 1993 | 774 | 1993 |
| Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders TA Kindermann Child development 78 (4), 1186-1203, 2007 | 602 | 2007 |
| Peer networks and students’ classroom engagement during childhood and adolescence TA Kindermann, TL McCollam, E Gibson Social motivation: Understanding children’s school adjustment, 279-312, 1996 | 281 | 1996 |
| In peer matters, teachers matter: Peer group influences on students’ engagement depend on teacher involvement. JW Vollet, TA Kindermann, EA Skinner Journal of Educational Psychology 109 (5), 635, 2017 | 224 | 2017 |
| Identifying social clusters in natural settings RB Cairns, JL Gariepy, T Kindermann, MC Leung Unpublished manuscript, University of North Carolina at Chapel Hill, 1990 | 222 | 1990 |
| Peer networks, behavior contingencies, and children's engagement in the classroom NA Sage, TA Kindermann Merrill-Palmer Quarterly (1982-), 143-171, 1999 | 212 | 1999 |
| Assessment of the peer group: Identifying naturally occurring social networks and capturing their effects TA Kindermann, SD Gest Handbook of peer interactions, relationships, and groups, 100-117, 2009 | 146 | 2009 |
| Intrinsic motivation and engagement as “active ingredients” in garden-based education: Examining models and measures derived from self-determination theory EA Skinner, U Chi, ... The Journal of Environmental Education 43 (1), 16-36, 2012 | 137 | 2012 |
| Peer group influences on students' academic motivation TA Kindermann Handbook of social influences in school contexts, 31-47, 2016 | 126 | 2016 |
| Further observational data on the behavioral and social world of institutions for the aged. MM Baltes, T Kindermann, R Reisenzein, U Schmid Psychology and Aging 2 (4), 390, 1987 | 94 | 1987 |
| A social relations analysis of liking for and by peers: Associations with gender, depression, peer perception, and worry MJ Zimmer-Gembeck, AM Waters, T Kindermann Journal of adolescence 33 (1), 69-81, 2010 | 81 | 2010 |
| Strategies for the study of individual development within naturally‐existing peer groups TA Kindermann Social Development 5 (2), 158-173, 1996 | 74 | 1996 |
| Modeling environmental development: Individual and contextual trajectories. TA Kindermann, EA Skinner Sage Publications, Inc, 1992 | 74 | 1992 |
| Engagement vs. disaffection as central constructs in the dynamics of motivational development CJ Furrer, E Skinner, G Marchand, TA Kindermann annual meeting of the Society for Research on Adolescence, San Francisco, CA, 2006 | 68 | 2006 |
| Commentary: The invisible hand of the teacher TA Kindermann Journal of Applied Developmental Psychology 32 (5), 304-308, 2011 | 65 | 2011 |
| Research strategies in culture-inclusive developmental psychology T Kindermann, J Valsiner Child development in cultural context, 13-50, 1989 | 58 | 1989 |
| Will the real peer group please stand up? A" tensegrity" approach to examining the synergistic influences of peer groups and friendship networks on academic development. TA Kindermann, EA Skinner IAP Information Age Publishing, 2012 | 55 | 2012 |
