CoChat
Sign Up
Cited by 646Education, Achievement, and GiftednessEarly Childhood Education and DevelopmentParental Involvement in Education

The DOI matches its Crossref record; 259 of the 259 references it cites were found in a registry or an index.

Development of Achievement Motivation and Engagement

Wigfield, Allan, Eccles, Jacquelynne S., Fredricks, Jennifer A., Simpkins, Sandra, Roeser, Robert W., Schiefele, Ulrich·2015·Handbook of Child Psychology and Developmental Science
DOI 10.1002/9781118963418.childpsy316
Open this paper in CoChat — free account

Abstract

In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social‐cognitive expectancy‐value theoretical perspective to organize our discussion of this work. We first discuss the development of children's motivation and engagement and take another look at the often‐observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children. We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development. The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years. In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively. We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children. We discuss the need for more integrative studies of how parents and also teachers impact…

Overview

Integrity signals

Registry

Crossref · 10.1002/9781118963418.childpsy316

Cites

259 of 259 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 259 references

Research works printed but not linked: 64

  1. Anderman A. H., 2007, Psychology of cheating
  2. Bugental D. B., 2006, Social, emotional, and personality development, 366
  3. Calzada E. J., Familismo in Mexican and Dominican families from low‐income, urban communities, Journal of Family Issues
  4. Corwyn R. F., 2003, Family process mediators of the relation between SES and child outcomes
  5. Covington M., 2009, Handbook of motivation at school, 141
  6. Davis‐Kean P. E., 2003, Influences and barriers to better parent‐school collaborations, The LSS Review, 2, 4
  7. Deatrick E. E. Waiters B. L. Creek T. Snyder E. Butz A. R. &Usher E. L.(2013 April).Making the transition: Changes in elementary and middle school mathematics motivation. Paper presented at the University of Kentucky Spring Research Conference Lexington KY.
  8. 10.1037/0033.2909.125.6.627 · DOI
  9. Deci E. L., 2002, Handbook of self‐determination theory research, 431
  10. Dweck C. S., 2009, Handbook of motivation at school, 123
  11. Eccles J. S., 1993, Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation, 145
  12. Eccles J. S., 2013, Societal contexts of child development: Pathways of influence and implications for practice and policy
  13. Eccles J. S., 2014, The role of parents in the socialization of expectancies and subjective task value
  14. Eccles J. S., 1989, Research on motivation in education, 139
  15. Eccles J. S., 1998, Social, emotional, and personality development, 1017
  16. Eccles‐Parsons J. S., 1983, Achievement and achievement motives, 75
  17. Finn J. D., 2006, The adult lives of at‐risk students: The roles of attainment and engagement in high school
  18. Fredricks J. S., 2005, Developmental pathways through middle childhood: Rethinking diversity and contexts as resources, 41
  19. Furstenberg F., 1999, Managing to make it: Urban families in adolescent success
  20. Graham S., 2005, Handbook of competence and motivation, 392
  21. Graham S., 2009, Handbook of motivation at school, 11
  22. Guthrie J. T., 2012, Adolescents' engagement in academic literacy
  23. Guthrie J. T., 2004, Motivating reading comprehension: Concept Oriented Reading Instruction
  24. Hattie J., 2009, Visible learning
  25. Jerrim J., Gendered aspirations and achievements
  26. Jussim L., 2009, Handbook of motivation at school, 381
  27. Juvonen J., 2006, Handbook of educational psychology, 655
  28. Killen M., 2000, Individualism and collectivism as cultural contexts for development
  29. Kirkpatrick K. M. Chang Y. Lee Y. J. Tas Y. &Anderman E. M.(2013 April).The role of perceived social cost of math and science learning in academic expectations and intentions. In E. Anderman (Chair) Is it worth my time and effort?Symposium conducted at the annual meeting of the American Educational Research Association San Francisco CA.
  30. Lareau A., 2003, Unequal childhood: Class, race, and family life
  31. 10.1037/0003‐066X.55.1.170 · DOI
  32. 10.1037/0012‐1649.38.5.719 · DOI
  33. Maehr M. L., 2009, Handbook of motivation at school, 77
  34. Markus H. R., 2003, Nebraska symposium on motivation: Cross‐cultural differences in perspectives on the self, 1
  35. McInerney D. M., 2004, Research on sociocultural influences on motivation and learning, 1
  36. Murdock T. B., 2009, Handbook of motivation at school, 433
  37. Noddings N., 2005, The challenge to care in schools
  38. Nolen S., 2008, Advances in motivation and achievement: Vol. 15. Social psychological perspectives, 425
  39. Parke R. D., 2006, Social, emotional, and personality development, 429
  40. Pintrich P. R., 2002, Development of achievement motivation, 250
  41. Pomerantz E. M., 2005, Handbook of competence and motivation, 259
  42. Roeser R. W., 2013, Middle grades curriculum: Voices and visions of the self‐enhancing school, 179
  43. Roeser R. W., 2009, Handbook of motivation at school, 381
  44. Ruble D. N., 2006, Social, emotional, and personality development, 858
  45. Ryan R. M., 2002, Handbook of self‐determination theory research, 3
  46. Ryan R. M., 2009, Handbook of motivation at school, 171
  47. Safavian N. Conley A. M. Karabenick S. A.(2013 April).Gender and ethnic differences in cost value in middle school mathematics. In E. Anderman (Chair) Is it worth my time and effort?Symposium conducted at the annual meeting of the American Educational Research Association San Francisco CA.
  48. Schiefele U., 2009, Handbook of motivation at school, 197
  49. Schoon I., Gendered aspirations and achievements
  50. Schunk D. H., 2014, Motivation in education: Theory, research, and application
  51. Schunk D. H., 2009, Handbook of motivation at school, 35
  52. Skinner E. A., 2009, Handbook of motivation at school, 223
  53. Steele C. M., 2010, Whistling Vivaldi
  54. Updegraff K. A., 2007, Immigrant families in contemporary society, 250
  55. Wentzel K. R., 2002, Development of achievement motivation, 222
  56. Wentzel K. R., 2005, Handbook of competence and motivation, 279
  57. Wentzel K. R., 2013, Educational psychology, 213
  58. Wentzel K. R., 2009, Promoting wellness in children and youth: A handbook of positive psychology in the schools, 229
  59. Wentzel K. R., 2011, Latina and Latino children's mental health: Vol. 1: Development and context, 195
  60. 10.4324/9780203879498 · DOI
  61. Wigfield A., 2006, Handbook of educational psychology, 87
  62. Wigfield A., 2012, Adolescents' engagement in academic literacy, 52
  63. Wigfield A., 2006, Social, emotional, and personality development, 933
  64. Zeidner M., 2011, Anxiety 101

Cited by

Sorted by citations

Items 101–200 of 645

Related

See all

Metadata

Authors
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U.
Affiliations
  • University of Maryland, College Park (US)
  • University of California, Irvine (US)
  • Connecticut College (US)
  • Arizona State University (US)
  • Portland State University (US)
  • University of Potsdam (DE)
ORCID
Venue
Handbook of Child Psychology and Developmental Science
Publisher
Wiley
Published
2015-03-23
Pages
1-44
DOI
10.1002/9781118963418.childpsy316
OpenAlex
W1512652965
Cited by
646
References
259
Citations by year
2026: 23 · 2025: 48 · 2024: 53 · 2023: 148 · 2022: 75 · 2021: 67 · 2020: 68 · 2019: 60 · 2018: 35 · 2017: 36 · 2016: 19 · 2015: 6
Type
other
Language
en
Open access
closed
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Parental Involvement in Education
Keywords
achievement motivation, student engagement, expectancy-value theory, motivation decline, gender differences, ethnic and cultural differences, family socialization, school socialization, parental expectations, teacher influence, emotional warmth, unconscious processes

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review