The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“Moreover, the modest study finding aligns with the stage-environment fit theory, which suggests that adaptation is more likely if changes within the individual are matched with supportive change within the adolescent’s three primary environments: home, peer, and school [20,21,41].”
In the citing paper
“This theory posits that individuals progress through distinct developmental stages during their educational journey, each characterized by unique challenges and tasks.”
Citations
Cites
The publisher hasn’t deposited this paper’s reference list.
Cited by
Sorted by citations
Items 1,101–1,200 of 2,626
Levels of Guardianship in Protecting Youth Against Exposure to Violence in the Community
Ahlin, E. M., & Antunes, M. J. L. (2015) · Youth Violence and Juvenile Justice · doi:10.1177/1541204015590000 · Cited by 26
“Family management is comprised of parenting practices, routines, and disciplinary actions aimed at successfully managing children’s daily lives both inside and outside of the home (Eccles et al., 1993; Herrenkohl et al., 2003; Tobler, Komro, & Maldonado-Molina, 2009).”
BackgroundAltermatt, E. R. (2010) · The Journal of Early Adolescence · doi:10.1177/0272431610379414 · Cited by 26
“…of lack of importance motives for not sharing are consistent with research indicating that children show age-related declines in the degree to which they see academic tasks as having value and the degree to which they express interest in school (see Eccles et al., 1993; Wigfield et al., 2008).”
BackgroundResultInfluentialO’Shea, A., Booth, J. L., Barbieri, C., McGinn, K. M., Young, L. K., & Oyer, M. H. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.03.003 · Cited by 29
Relational Experiences in School-Based Mentoring
Kanchewa, S. S., Yoviene, L. A., Schwartz, S. E. O., Herrera, C., & Rhodes, J. E. (2016) · Youth & Society · doi:10.1177/0044118x16653534 · Cited by 23
“…peers (a six-item subscale of the Self-Perception Profile for Children [SPPC]; Harter, 1985), and teachers (an 11-item scale adapted from a Teacher–Student Relationship scale; Eccles et al., 1993), and a Teacher Connectedness scale (Karcher, 2003) prior to the start of a mentoring relationship .”
MethodFauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9462-x · Cited by 27
Cipriano, C., Barnes, T. N., Pieloch, K. A., Rivers, S. E., & Brackett, M. A. (2018) · Learning Environments Research · doi:10.1007/s10984-018-9274-0 · Cited by 35
Jiang, Y. H., Ming, H., Tian, Y., Huang, S., Sun, L., Li, H.-J., & Zhang, H. (2019) · Journal of Happiness Studies · doi:10.1007/s10902-019-00187-7 · Cited by 24
The Role of Multilayered Peer Groups in Adolescent Depression: A Distributional Approach
Lee, D., & Lee, B. (2020) · American Journal of Sociology · doi:10.1086/709425 · Cited by 25
“An uneven distribution of peer depressionmay generate a mismatch between the needs of adolescents and the opportunities afforded to them by their peer environment (Eccles et al. 1993).”
BackgroundEvans, D., & Field, A. P. (2020) · Royal Society Open Science · doi:10.1098/rsos.200422 · Cited by 36
“These findings could be explained somewhat by the stage-environment fit theory proposed by Eccles and colleagues [108,109].”
Using narrative inquiry to understand persistently disciplined middle school students
Kennedy, B. L., Murphy, A. S., & Grosland, T. J. (2014) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2014.974718 · Cited by 32
“Students’ noncompliant behaviors heighten with the environmental shift from elementary to middle school, indicating the importance of examining this developmental phase with regard to school discipline (Eccles et al., 1993; Kennedy-Lewis, 2013; Losen & Skiba, 2010).”
BackgroundResponsibility and Privacy — Ethical Aspects of Using GPS to Track Children
Fahlquist, J. N. (2013) · Children & Society · doi:10.1111/chso.12016 · Cited by 24
Zaff, J. F., Donlan, A. E., Jones, E. P., & Lin, E. S. (2015) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2015.03.004 · Cited by 29
Lubbers, M. J., Snijders, T. A. B., & van der Werf, G. P. C. (2010) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2010.00688.x · Cited by 24
Brković, I., Keresteš, G., & Levpušček, M. P. (2013) · The Journal of Early Adolescence · doi:10.1177/0272431613503213 · Cited by 24
“Our hypotheses are in line with the proposition from Eccles et al. (1993) that transition related to change in learning environment strongly and, for some outcomes temporarily, affects both family interactions and school-related indicators of adjustment.”
BackgroundResultPacifists and Revenge-Seekers in Response to Unambiguous Peer Provocation
McDonald, K. L., & Asher, S. R. (2018) · Journal of Youth and Adolescence · doi:10.1007/s10964-017-0767-4 · Cited by 24
“The transition to middle school is often characterized by peer competition for social status and temporary increases in aggressive behavior (Eccles et al. 1993; Pellegrini and Bartini 2000; Wang et al. 2009).”
BackgroundRoviš, D., Jonkman, H., & Bašić, J. (2015) · Journal of Child and Family Studies · doi:10.1007/s10826-015-0223-6 · Cited by 24
“…support the idea that children in a developmentally appropriate and supportive environment not only achieve better developmental and life outcomes (Eccles et al. 1993; Kellam and Van Horn 1997), but such an environment can also serve as a ‘‘safe haven’’ for those previously exposed to risk and…”
BackgroundMethodInfluentialMechanisms Underlying an Ability to Behave Ethically
Pfaff, D. W., Kavaliers, M., & Choleris, E. (2008) · The American Journal of Bioethics · doi:10.1080/15265160802179994 · Cited by 24
Spoth, R. L., Redmond, C. R., Shin, C., & Huck, S. M. (1999) · Journal of School Psychology · doi:10.1016/s0022-4405(98)00025-9 · Cited by 24
A Developmental Perspective on Adolescent Risk‐Taking and Criminal Behavior
Cauffman, E. E., Cavanagh, C., Donley, S., & Thomas, A. G. (2015) · Wiley eBooks · doi:10.1002/9781118512449.ch6 · Cited by 25
Leeves, S., & Banerjee, R. A. (2013) · European Journal of Psychology of Education · doi:10.1007/s10212-013-0186-1 · Cited by 23
“We have already noted that the transition to secondary phases of education is often marked by a greater emphasis on control and discipline, potentially thwarting children’s autonomy needs (Eccles et al. 1993).”
BackgroundMcElwain, A. D., & Bub, K. L. (2016) · Youth & Society · doi:10.1177/0044118x15626843 · Cited by 22
“…rapid declines in parental warmth, reductions in communication, or increases in parental control and discipline during a period when positive parenting is needed and autonomy should be fostered, it would not be surprising to see more risky behavior (Allen et al., 2012; Eccles et al., 1993).”
BackgroundInfluentialKisfalusi, D., Janky, B., & Takács, K. (2018) · The Journal of Early Adolescence · doi:10.1177/0272431618791278 · Cited by 23
Pathways of parental involvement through students’ motivational beliefs to science achievement
Liou, P., Wang, C., & Lin, J. J. H. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1617410 · Cited by 23
Perceived Neighborhood Safety and Adolescent School Functioning
Martin‐Storey, A., & Crosnoe, R. L. (2014) · Applied Developmental Science · doi:10.1080/10888691.2014.876276 · Cited by 24
Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. R. (2009) · Journal of Educational Change · doi:10.1007/s10833-009-9121-2 · Cited by 23
Thorkildsen, T. A., Golant, C. J., & Richesin, L. D. (2007) · Elsevier eBooks · doi:10.1016/b978-012372541-7/50012-7 · Cited by 23
Calzo, J. P., Poteat, V. P., Yoshikawa, H., Russell, S. T., & Bogart, L. M. (2018) · Journal of Research on Adolescence · doi:10.1111/jora.12456 · Cited by 30
Olivier, É., Archambault, I., & Dupéré, V. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101842 · Cited by 28
Is There Inequality in What Adolescents Can Give as Well as Receive?
Fuligni, A. J. (2020) · Current Directions in Psychological Science · doi:10.1177/0963721420917738 · Cited by 24
Lim, Y.-M. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105224 · Cited by 23
Evans, D., & Field, A. P. (2020) · Royal Society Open Science · doi:10.1098/rsos.200975 · Cited by 34
“[44] include a greater emphasis on teacher control and discipline, decreased opportunities for decision-making and responsibilities in class, fewer positive student–teacher relationships, whole-group task instruction (i.”
BackgroundInfluentialPromoting Adolescent and School Health: Perspectives and Future Directions
Valois, R. F. (2003) · American Journal of Health Education · doi:10.1080/19325037.2003.10603572 · Cited by 23
TEMPEST in a Gallimaufry: Applying Multilevel Systems Theory to Person‐in‐Context Research
Peck, S. C. (2007) · Journal of Personality · doi:10.1111/j.1467-6494.2007.00470.x · Cited by 25
“…to organize ideas and data related to various parts and processes associated with the person-in-context system (e.g., Anderson, 1998; Bryk & Raudenbush, 1992; Cacioppo & Bernstein, 1992; Campbell, 1990; Eccles et al., 1993; Epstein, 1990; James, 1890; Magnusson & Stattin, 1998; Wakefield, 1989).”
Halidu, M. D., & Kotera, Y. (2024) · Journal of Clinical Medicine · doi:10.3390/jcm13092547 · Cited by 22
“The theory emphasizes that challenges in social interactions contribute to a sense of mismatch as individuals progress through stages, influencing perceptions of fit and satisfaction [20,21].”
BackgroundMethodResultInfluentialOkano, L., Jeon, L., Crandall, A., & Riley, A. W. (2019) · Development and Psychopathology · doi:10.1017/s0954579419000737 · Cited by 24
When is the ‘optimal’ time for school transition? An insight into provision in the US
Bagnall, C. L., Fox, C. L., & Skipper, Y. (2021) · Pastoral Care in Education · doi:10.1080/02643944.2020.1855669 · Cited by 24
Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing
Ulmanen, S., Soini, T., Pietarinen, J., Pyhältö, K., & Rautanen, P. (2022) · The Journal of Early Adolescence · doi:10.1177/02724316211058061 · Cited by 36
Kuokkanen, J., Romar, J., & Hirvensalo, M. H. (2021) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2021.102065 · Cited by 22
Lavrijsen, J., Soenens, B., Vansteenkiste, M., & Verschueren, K. (2023) · Journal of Youth and Adolescence · doi:10.1007/s10964-023-01749-y · Cited by 22
Lo, C. C., Kim, Y. S., Allen, T. M., Allen, A. N., Minugh, P. A., & Lomuto, N. A. (2010) · Crime & Delinquency · doi:10.1177/0011128709352232 · Cited by 22
“The significantly stronger prosocial school climates we saw in elementary schools versus middle schools or junior highs confirm numerous researchers’ contention that sixth-, seventh-, and eighth-graders are better off in the elementary schools attended earlier, since the middle school environment does not adequately s…”
BackgroundInfluentialConklin, H. G. (2010) · Theory & Research in Social Education · doi:10.1080/00933104.2010.10473416 · Cited by 22
“In addition, research has illustrated that curriculum and instruction are poorly matched to the needs of young adolescents in most middle schools (Jackson & Davis, 2000); at a time in their lives when young adolescents are gaining new abilities to think in more complex ways (Byrnes, 2003; Keating, 2004), there is a de…”
BackgroundStructure of academic self-handicapping — Global or domain-specific construct?
Schwinger, M. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.07.009 · Cited by 22
“Eccles et al. (1993) found that children's subjective task values were differentiated across domains during the elementary school years.”
BackgroundPurposes, Practices, and Sites: A Comparative Case of Two Pathways Into Middle School Teaching
Conklin, H. G. (2008) · American Educational Research Journal · doi:10.3102/0002831208326558 · Cited by 24
“…Davis, 2000), and at a time when young adolescents are gaining new abilities to think in more complex ways (Byrnes, 2003; Keating, 2004), researchers have documented a decrease in demand for higher order thinking in many middle school classrooms (Eccles, Lord, & Midgley, 1991; Eccles et al., 1993).”
BackgroundPerceived Behavioral Autonomy and Trajectories of Depressive Symptoms from Adolescence to Adulthood
Eagleton, S. G., Williams, A. L., & Merten, M. J. (2015) · Journal of Child and Family Studies · doi:10.1007/s10826-015-0201-z · Cited by 22
Behavioral Predictors of Mental Health Service Utilization in Childhood Through Adolescence
Erath, S. A., Keiley, M. K., Pettit, G. S., Lansford, J. E., Dodge, K. A., & Bates, J. E. (2009) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0b013e3181c35938 · Cited by 24
Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. R. (2014) · Learning Environments Research · doi:10.1007/s10984-013-9148-4 · Cited by 25
Arrested Development: Does the Grade Level at Which Juveniles Experience Arrest Matter?
Wiley, S. A. (2015) · Journal of Developmental and Life-Course Criminology · doi:10.1007/s40865-015-0019-9 · Cited by 22
“The timing of justice system intervention during adolescence should be particularly important, as the number of physical and social changes, including puberty, school transitions, formation of new friendships, development of social identities, increasing autonomy, and more adult-like responsibilities, make this a turb…”
BackgroundAnother Path to Belonging: A Case Study of Middle School Students’ Perspectives
Green, M., Emery, A. A., Sanders, M., & Anderman, L. H. (2016) · The Educational and Developmental Psychologist · doi:10.1017/edp.2016.4 · Cited by 23
The Trouble with Bullying in High School: Issues and Considerations in Its Conceptualization
Bellmore, A. D., Huang, H.-C., Bowman, C., White, G. J., & Cornell, D. G. (2016) · Adolescent Research Review · doi:10.1007/s40894-016-0039-7 · Cited by 22
“The major social changes that occur when students transition from elementary to middle school have been identified (Eccles et al. 1993) and explored to some degree in relation to bullying (Smith et al. 1999).”
BackgroundWang, C., & Liou, P. (2017) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-017-9797-3 · Cited by 22
Catching them Early: An Examination of Chicano/Latino Middle School Boys’ Early Career Aspirations
Martinez, E., & Castellanos, M. (2017) · The Urban Review · doi:10.1007/s11256-017-0438-5 · Cited by 22
“Middle school marks a developmental period in which students become aware of status hierarchies and begin to think more abstractly (Eccles et al. 1993; Gottfredson 1981).”
BackgroundAt-risk youths' self-sufficiency: The role of social capital and help-seeking orientation
Schenk, L., Sentse, M., Lenkens, M., Engbersen, G., van de Mheen, D., Nagelhout, G. E., & Severiens, S. E. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.06.015 · Cited by 23
Wang, M., & Amemiya, J. L. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-813413-9.00012-7 · Cited by 28
Garst, B. A., Bowers, E. P., & Stephens, L. E. (2020) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2020.101856 · Cited by 22
Toro, J. D., & Wang, M. (2021) · Journal of Youth and Adolescence · doi:10.1007/s10964-020-01377-w · Cited by 24
The Development of Students’ Engagement in School, Community and Democracy
Holbein, J. B., Hillygus, D. S., Lenard, M., Gibson‐Davis, C. M., & Hill, D. V. (2016) · British Journal of Political Science · doi:10.1017/s000712341800025x · Cited by 37
Unconditional Regard Buffers Children’s Negative Self-Feelings
Brummelman, E., Thomaes, S. C. E., Walton, G. M., Poorthuis, A. M. G., Overbeek, G. J., de Castro, B. O., & Bushman, B. J. (2014) · PEDIATRICS · doi:10.1542/peds.2013-3698 · Cited by 22
“25 Young adolescents are inclined to compare themselves to peers, especially on such objective standards as grades, and to evaluate themselves accordingly.”
How Do Varying Types of Youth Civic Engagement Relate to Perceptions of School Climate?
Geller, J. D., Voight, A. M., Wegman, H., & Nation, M. A. (2013) · Applied Developmental Science · doi:10.1080/10888691.2013.804377 · Cited by 24
“In middle school, perceptions of school climate may be associated with students’ perceived disconnect between their developmental needs for autonomy and relatedness and their school environments (Eccles & Midgely, 1993).”
BackgroundAcademic Self-Perceptions of Ability and Course Planning Among Academically Advanced Students
Rudasill, K. M., & Callahan, C. M. (2010) · Journal of Advanced Academics · doi:10.1177/1932202x1002100206 · Cited by 22
Xanthopoulos, M. S., Moore, R. H., Wadden, T. A., Bishop‐Gilyard, C. T., Gehrman, C. A., & Berkowitz, R. I. (2013) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/jst024 · Cited by 25
“Further, peers tend to have as much influence on adolescent behaviors as parents (Eccles et al., 1993).”
BackgroundPrediction of Low and Normal School Achievement in Early Adolescents Born Preterm
Cohen, S. E., Beckwith, L., Parmelee, A. H., et al. (1996) · The Journal of Early Adolescence · doi:10.1177/0272431696016001004 · Cited by 22
Optimal Development in Adolescence
Wagner, W. G. (1996) · The Counseling Psychologist · doi:10.1177/0011000096243002 · Cited by 22
Psikolojik Sağlamlık ve Okul İkliminin Ortaokul Öğrencilerinin Yaşam Doyumunu Yordama Gücü
Baş, D. D. A. U., & Yurdabakan, D. D. İ. (2017) · Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi · doi:10.21764/efd.32175 · Cited by 21
Never Been Kissed: Correlates of Lifetime Kissing Status in U.S. University Students
Lefkowitz, E. S., Wesche, R., & Leavitt, C. E. (2018) · Archives of Sexual Behavior · doi:10.1007/s10508-018-1166-y · Cited by 19
“Adolescents whose parents provide opportunities for autonomy develop skills in decision making and therefore improved self-concept (Eccles et al., 1993; Holmbeck&O’Donnell, 1991),whichmayallowmoreopportunity for identity exploration.”
BackgroundJoing, I., Vors, O., & Potdevin, F. (2019) · Child Indicators Research · doi:10.1007/s12187-019-09714-7 · Cited by 28
INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL
Wang, J., Yang, M., Lv, B., Zhang, F., Zheng, Y., & Sun, Y. (2020) · Journal of Baltic Science Education · doi:10.33225/jbse/20.19.675 · Cited by 21
(2019) · Cornell University Press eBooks · doi:10.7591/9781501730399 · Cited by 21
Wei, J., Pomerantz, E. M., Ng, F. F., Yu, Y., Wang, M., & Wang, Q. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102118 · Cited by 22
Benckwitz, L., Kohl, K., Roloff, J., Lüdtke, O., & Guill, K. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1106362 · Cited by 27
“org peers), which leads students to be more independent and to gain more autonomy from their parents (Eccles et al., 1993; Hoover-Dempsey and Sandler, 1995).”
BackgroundHertel, S., Reschke, K., & Karlen, Y. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101850 · Cited by 33
Kingsford-Smith, A. A., Alonzo, D., Beswick, K., Loughland, T., & Roberts, P. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104516 · Cited by 31
Engagement and Games for Learning
Phillips, R. S., Horstman, T., Vye, N. J., & Bransford, J. D. (2014) · Simulation & Gaming · doi:10.1177/1046878114553576 · Cited by 29
“Affective engagement1 is the broadest of the three categories and encompasses emotional reactions to schooling, relationships with other actors in, and related to, school, and feelings about the value of schooling (Eccles et al., 1993).”
BackgroundZendarski, N. J., Sciberras, E., Mensah, F. K., & Hiscock, H. (2016) · BMC Pediatrics · doi:10.1186/s12887-016-0555-4 · Cited by 21
“It is also a period of rapid physical, emotional and mental changes associated with adolescence and puberty [2].”
BackgroundMeasuring Parents’ Involvement in Children’s Education
Pomerantz, E. M., & Monti, J. D. (2015) · Springer eBooks · doi:10.1007/978-3-319-13838-1_4 · Cited by 23
Yaros, A., Lochman, J. E., & Wells, K. (2015) · International Journal of Behavioral Development · doi:10.1177/0165025415607085 · Cited by 21
“This is particularly important given the changing role of both parents and peers in middle school (Eccles et al., 1993) and suggests that intervention during this time could be particularly impactful.”
BackgroundInfluentialNasreen, H. E., Alam, M. A., & Edhborg, M. (2016) · Journal of Child and Adolescent Psychiatric Nursing · doi:10.1111/jcap.12150 · Cited by 24
Arens, A. K., & Morin, A. J. S. (2016) · American Educational Research Journal · doi:10.3102/0002831216666490 · Cited by 22
“…school, of a similar magnitude for boys and girls replicated previous findings (e.g., Cole et al., 2001; Jacobs et al., 2002), suggesting that Arens, Morin differences in learning environments between elementary and secondary schools may account for this difference (e.g., Eccles et al., 1993).”
Ellison, T. L., & Wang, H. (2018) · Journal of Literacy Research · doi:10.1177/1086296x17751172 · Cited by 21
“Research documents how children are generally dependent on others and, as they develop their competence, their dependence begins to decline, and they can display resistance (Barrera, Blumer, & Soenksen, 2011; Bradley, Pennar, & Iida, 2015; Eccles et al., 1993).”
BackgroundExamining Skin Color and Discrimination Among Ethnic Minority Adolescents
Bozo, J., Revels-Macalinao, M., & Huynh, V. W. (2018) · Race and Social Problems · doi:10.1007/s12552-018-9250-4 · Cited by 23
Part-time special education predicts students' reading self-concept development
Savolainen, P., Timmermans, A. C., & Savolainen, H. K. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.10.005 · Cited by 20
“stricter evaluation and more demanding curricula, which are all related to the changes in the selfconcept (Eccles et al., 1993; Wigfield, Lutz, & Wagner, 2005).”
BackgroundMapping Teaching Through Interactions and Pupils’ Learning in Mathematics
Gamlem, S. M. (2019) · SAGE Open · doi:10.1177/2158244019861485 · Cited by 33
Meens, E. E. M., & Bakx, A. W. E. A. (2019) · European Journal of Teacher Education · doi:10.1080/02619768.2019.1652900 · Cited by 27
Hot or Cool Processing? Adolescent Decision-Making and Delinquency
Timmer, A., Antonaccio, O., & French, M. T. (2020) · Justice Quarterly · doi:10.1080/07418825.2020.1730424 · Cited by 22
“Importantly, adolescents are particularly sensitive to their environments (e.g., family, school), which may interfere with their functioning related to motivation, self-perception, neural sensitivity, and cognitive control (Eccles et al., 1993; Nelson, Jarcho, & Guyer, 2016; Shulman et al., 2016).”
BackgroundThe Cambridge Handbook of the International Psychology of Women
Cheung, F. M., & Halpern, D. F. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716 · Cited by 24
Hadjar, A., Grecu, A. L., Scharf, J., de Moll, F., Morinaj, J., & Hascher, T. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101697 · Cited by 24
From the Student's Perspective—My Class Activities: An Instrument for Use in Research and Evaluation
Gentry, M., & Gable, R. K. (2001) · journal for the education of the gifted · doi:10.1177/016235320102400403 · Cited by 20
“Further, as suggested by the literature, changes in the learning environment that occur from elementary school to middle school may affect the changes in the academic motivation, achievement, and behavior of students (Eccles et al., 1993; Midgley, Anderman, & Hicks, 1995).”
BackgroundDie Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5. Jahrgangsstufe
Schwinger, M., & Wild, E. (2006) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.20.4.269 · Cited by 24
Wiggins, J. L., & Monk, C. S. (2013) · Development and Psychopathology · doi:10.1017/s095457941300062x · Cited by 21
“…begins and hormone levels change; romantic relationships are initiated; classroom structures change from elementary, to middle, to high school; and importantly, affective disorders often onset in this period (Casey et al., 2010; Eccles et al., 1993; Nelson, Leibenluft, McClure, & Pine, 2005).”
BackgroundHow to Learn Things at School You Don’t Already Know
Gronostaj, A., Werner, E., Bochow, E., et al. (2015) · Gifted Child Quarterly · doi:10.1177/0016986215609999 · Cited by 21
“Being gifted in an age-based heterogeneous school setting bears the risk of a mismatch between the person and the environment (Brandtstädter, 2007; Eccles et al., 1993).”
BackgroundKing, V. L., & Mrug, S. (2016) · The Journal of Early Adolescence · doi:10.1177/0272431616675973 · Cited by 26
“These differences typically increase during the transitions into middle and high school and are associated with general declines in academic achievement due to higher academic standards and poor stageenvironment fit, which refers to the poor fit between the adolescents’ developmental needs and the opportunities availa…”
BackgroundSocial Anxiety in Children and Adolescents
Detweiler, M. F., Comer, J. S., & Albano, A. M. (2010) · Elsevier eBooks · doi:10.1016/b978-0-12-375096-9.00009-2 · Cited by 24
Teacher Practices and Student Motivation in a Middle School Program for African American Males
Hudley, C. A. (1997) · Urban Education · doi:10.1177/0042085997032002007 · Cited by 21
Okano, L., Jeon, L., Crandall, A., Powell, T., & Riley, A. W. (2019) · Journal des adolescens · doi:10.1016/j.adolescence.2019.06.001 · Cited by 21
Examining the Phenomenon of Resilience in Schools
Caleon, I. S., & King, R. B. (2020) · European Journal of Psychological Assessment · doi:10.1027/1015-5759/a000572 · Cited by 26
Development of Participation in and Identification With School: Associations With Truancy
Virtanen, T. E., Räikkönen, E., Lerkkanen, M., Määttä, S., & Vasalampi, K. (2020) · The Journal of Early Adolescence · doi:10.1177/0272431620919155 · Cited by 33
“As such, the transition can disrupt a student’s functioning at school in terms of decreased school engagement and motivation (Eccles et al., 1993; Otis, Grouzet, & Pelletier, 2005).”
BackgroundInfluentialRozek, C. S., & Gaither, S. E. (2020) · The Journal of Early Adolescence · doi:10.1177/0272431620950476 · Cited by 23
Barriers to physical activity in adolescents: A systematic review
Zelenović, M., Manić, M., STAMENKOVİĆ, A., Čaprić, I., & Božić, D. (2021) · Turkish Journal of Kinesiology · doi:10.31459/turkjkin.840536 · Cited by 20
COVID-19 outbreak improves attractiveness of medical careers in Chinese senior high school students
Zhang, R., Pei, J., Wang, Y., Wang, L., Yeerjiang, Y., Gao, H., & Xu, W. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03309-7 · Cited by 20
“[8, 9] proposes that achievement-related choices can be predicted by the expectations of success and subjective task values.”
BackgroundWang, P., Gan, X., Li, H., & Jin, X. (2023) · PLoS ONE · doi:10.1371/journal.pone.0280302 · Cited by 26
Effects of an Integrated Prevention Program on Urban Youth Transitioning into High School
Johnson, V. L., Holt, L. J., Bry, B. H., & Powell, S. (2008) · Journal of Applied School Psychology · doi:10.1080/15377900802089999 · Cited by 22
“These include new educational requirements, larger class sizes, fewer opportunities to interact with teachers, and limited opportunities for autonomy (Eccles et al., 1993).”
Background
Metadata
- Authors
- Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D.
- Venue
- American Psychologist
- Published
- 1993
- Volume
- 48
- Issue
- 2
- Pages
- 90-101
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W4236072382
- Semantic Scholar
- 3612f0bbfd501b6eaa52a41b72af2b4f02e71052
- Cited by
- 2,616
- References
- 0
- Citations by year
- 2026: 101 · 2025: 100 · 2024: 99 · 2023: 205 · 2022: 134 · 2021: 124 · 2020: 234 · 2019: 143 · 2018: 154 · 2017: 125 · 2016: 113 · 2015: 105 · 2014: 114 · 2013: 89 · 2012: 85
- FWCI
- 19.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychosocial Factors Impacting Youth
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Keywords
- adolescent development, early adolescents, school experience, family experiences, developmental stages, school-family relations
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
