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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
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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…

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Research works printed but not linked: 64

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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

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