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 1,601–1,700 of 2,626
Kristensen, S. M., Jørgensen, M., Meland, E., & Urke, H. B. (2023) · Psychology in the Schools · doi:10.1002/pits.22865 · Cited by 18
How (do) school experiences contribute to students’ sense of belonging?
Baek, C. (2023) · Asia Pacific Journal of Education · doi:10.1080/02188791.2023.2206552 · Cited by 9
Exploring determinants of school dropout across regions in India: a comprehensive meta-analysis
Venkatesan, R. G., Karmegam, D., & Mappillairaju, B. (2024) · Journal of Computational Social Science · doi:10.1007/s42001-024-00285-4 · Cited by 11
“Eccles et al.’s Stage-Environment Fit Theory posits that mismatches between students’ developmental needs and the school environment can lead to disengagement and dropout [18].”
Immordino‐Yang, M. H., Kundrak, C., Knecht, D. R., & Matthews, J. S. (2024) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2024.100067 · Cited by 9
Bouten, A., Haerens, L. L., & Cocker, K. A. D. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10071-3 · Cited by 12
“Peer relationships become increasingly complex and influential (Rubin et al., 2006; Veenstra & Dijkstra, 2011), while teacher-student relationships transform as students strive for greater independence (Eccles et al., 1993; Lynch & Cicchetti, 1997).”
Ein Motivationsschub durch die Ausbildung?
Becker, S., Pfost, M., Schiefer, I. M., & Artelt, C. (2017) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000182 · Cited by 10
The Impact of Gender and Culture in Consumer Behavior
Ng, S., Bharti, M., & Faust, N. T. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.021 · Cited by 9
Tulagan, N. B., Puente, K., & Simpkins, S. D. (2022) · Applied Developmental Science · doi:10.1080/10888691.2022.2045201 · Cited by 8
Maternal homework approach and adolescents’ academic skills: The mediating role of task values
Šilinskas, G., Viljaranta, J., Poikkeus, A., & Lerkkanen, M. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.999128 · Cited by 13
Sense of belonging during a global pandemic: a case of accounting students
Luong, H., Man, Y., Botafogo, F., & Beatson, N. J. (2022) · Accounting Education · doi:10.1080/09639284.2022.2134732 · Cited by 11
Schlesier, J., Raufelder, D., & Moschner, B. (2023) · The Journal of Early Adolescence · doi:10.1177/02724316231162307 · Cited by 12
“Students in secondary school tend to perceive their teachers as being cold and distant, and they feel insuf fi ciently supported (Eccles et al., 1993; Hargreaves, 2000; Harter, 1996).”
BackgroundLakind, D., Becker, K. D., Chu, W., Boyd, M. R., & Chorpita, B. F. (2023) · School Mental Health · doi:10.1007/s12310-023-09599-6 · Cited by 10
“Their reflections highlight the importance of integrating developmentally appropriate mental health promotion into all aspects of school life (Eccles et al., 1993), and the development of durable and mutually beneficial relationships between school actors, as well as across home and school settings, to enhance coordin…”
BackgroundThe intermediary role of peer relationships between teachers and students' classroom engagement
Kilday, J. E., & Ryan, A. M. (2024) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2024.101649 · Cited by 10
A Comparative Study Of The Academic Stress And Depression Among High School Girl And Boy Students
(2012) · i-manager’s Journal on Educational Psychology · doi:10.26634/jpsy.6.1.1878 · Cited by 8
“According to personenvironment fit theory (Eccles et al, 1993), individual's behavior, motivation, and mental health are influenced by the fit between the characteristics individuals bring to their social environments and the characteristics of these social environments.”
BackgroundIn pursuit of learning in an informal space: a case study in the Singapore context
Tan, A. L., Jamaludin, A. B., & Hung, D. W. L. (2019) · International Journal of Technology and Design Education · doi:10.1007/s10798-019-09553-1 · Cited by 8
Vattøy, K.-D., & Gamlem, S. M. (2019) · Nordisk tidsskrift for utdanning og praksis · doi:10.23865/up.v13.1970 · Cited by 6
“Decision-making, autonomy, relevance, meaningful interactions, and valuing of students’ opinions, therefore, are considered as crucial components of learning environments that enhance learning and adolescent perspectives (Eccles et al., 1993; Hamre & Pianta, 2010).”
BackgroundHow Personal and Social Selves Influence the Development of Children and Adolescents at School
Hannover, B., & Zander, L. (2019) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000261 · Cited by 9
Prati, G., Tomasetto, C., & Cicognani, E. (2020) · The Journal of Early Adolescence · doi:10.1177/0272431620912469 · Cited by 8
“…the extent of pubertal development is considered a good indicator of individual differences in physical maturation among early adolescents (e.g., Eccles et al., 1993) and pubertal development is a particularly impressive case of interindividual variation during early adolescence: “whereas some…”
BackgroundKoenka, A. C., Anderman, E. M., Anderman, L. H., & Won, S. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101909 · Cited by 11
Supporting Youth Purpose in Adolescence: Youth-Adult Relationships as Ecological Assets
Yu, M. V. B., & Deutsch, N. L. (2020) · Springer eBooks · doi:10.1007/978-3-030-52078-6_7 · Cited by 8
The Quality of Maternal Homework Involvement: The Role of Adolescent and Maternal Factors
Tunkkari, M., Aunola, K., Hirvonen, R., Silinskas, & Kiuru, N. H. (2021) · Merrill-palmer Quarterly · doi:10.13110/merrpalmquar1982.67.1.0094 · Cited by 8
Chen, J., Johnstone, K. M., & Kemps, E. (2021) · Journal of Affective Disorders · doi:10.1016/j.jad.2021.10.079 · Cited by 8
On the Relation between School Alienation and Social School Climate
Schmid, A., Morinaj, J., & Hascher, T. (2021) · Swiss Journal of Educational Research · doi:10.24452/sjer.43.3.8 · Cited by 8
“As students progress through their education, not only do school demands evolve, but also the relationships to teachers and peers change (Eccles et al., 1993).”
BackgroundEllinger, J., Mess, F., Blaschke, S., & Mall, C. (2022) · BMC Public Health · doi:10.1186/s12889-021-12450-9 · Cited by 11
Lee, Y., Kim, E. H., & Seo, E. (2022) · Journal of Research on Adolescence · doi:10.1111/jora.12765 · Cited by 9
Instructional Practices That Support Adaptive Motivation, Engagement, and Learning
Patall, E. A., Linnenbrink‐Garcia, L., Liu, P. P., Zambrano, J., & Yates, N. (2022) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199841332.013.36 · Cited by 13
Liu, J., Zhu, Z., Kong, X., Coplan, R. J., Zhao, K., Li, D., & Chen, X. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00691-8 · Cited by 9
“According to the stage-environment fit model (Eccles & Midgley, 1989; Eccles et al., 1993), students’ emotional school engagement typically declines over time as students experience incongruence between their environment and their developmental needs to pursue individual autonomy and achievement.”
Košir, S., Aslan, M., & Lakshminarayanan, R. (2023) · Children and Youth Services Review · doi:10.1016/j.childyouth.2023.107085 · Cited by 11
Determinanten der Passungswahrnehmung nach dem Übergang in die Sekundarstufe II
Neuenschwander, M. P. (2018) · Swiss Journal of Educational Research · doi:10.24452/sjer.33.3.4866 · Cited by 8
Effects of a Family Poverty Intervention Program Last from Middle Childhood to Adolescence
Huston, A. C., Epps, S. R., Shim, M.-S. P., Duncan, G. J., Crosby, D. A., & Ripke, M. N. (2006) · Cambridge University Press eBooks · doi:10.1017/cbo9780511499760.020 · Cited by 8
Xie, H., Dawes, M., Wurster, T. J., & Bing, S. (2013) · American Journal of Orthopsychiatry · doi:10.1111/ajop.12039 · Cited by 8
Adams, J., Evangeli, M., Lunnon‐Wood, T., & Burch, M. (2014) · Pediatric Transplantation · doi:10.1111/petr.12287 · Cited by 8
“Difficulties are said to arise when there is a mismatch between adolescents’ developmental need for autonomy and independence and the opportunities provided by their parents (44).”
BackgroundPsychometric Characteristics of the Adolescent Coping Scale with Academically Gifted Adolescents
Plucker, J. A. (1997) · Journal of Advanced Academics · doi:10.1177/1932202x9700900102 · Cited by 8
Competing discourses within parent–adolescent conversations
Wozniak, A., Lollis, S. P., & Marshall, S. K. (2013) · Journal of Social and Personal Relationships · doi:10.1177/0265407513508726 · Cited by 8
White, R. M. B., Burleson, E., & Knight, G. P. (2015) · Advancing responsible adolescent development · doi:10.1007/978-3-319-20976-0_15 · Cited by 9
Youth Literacy and Cultural Theories
Moje, E. B. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732215624709 · Cited by 8
Dicintio, M. J., & Stevens, R. J. (1997) · Research in Middle Level Education Quarterly · doi:10.1080/10848959.1997.11670100 · Cited by 8
Caleon, I. S., & Wui, M. G. L. (2018) · The Journal of Early Adolescence · doi:10.1177/0272431618797016 · Cited by 8
Examining Distributed Leadership Practices by School Grade Configuration
Modeste, M. E., & Kelley, C. J. (2018) · Leadership and Policy in Schools · doi:10.1080/15700763.2018.1514057 · Cited by 8
Um panorama sobre engajamento escolar: Uma revisão sistemática
Campos, L. V. E., Schmitt, J. C., & Justi, F. R. D. R. (2020) · Revista Portuguesa de Educação · doi:10.21814/rpe.18145 · Cited by 8
Cultural Influences on Body Image and Body Esteem
Sotiriou, E. G., & Awad, G. H. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.018 · Cited by 8
Tyler, K. M., Boelter, C. M., & Boykin, A. W. (2008) · Middle Grades Research Journal · doi:10.1108/mgrj-12-2008-0002 · Cited by 8
Lappalainen, K., & Hotulainen, R. (2012) · British Journal of Special Education · doi:10.1111/1467-8578.12002 · Cited by 8
School-Based Support for Students with a Parent on Military Deployment
Macdonald, G. (2016) · Children Australia · doi:10.1017/cha.2016.9 · Cited by 8
Associations between perceived teaching behaviours and affect in upper elementary school students
Barnard, A. D., Adelson, J. L., & Pössel, P. (2016) · Early Child Development and Care · doi:10.1080/03004430.2016.1190921 · Cited by 10
“Further, multiple studies demonstrate that student reports of teaching behaviour are more valuable than reports from other sources (Eccles et al., 1993; Pössel, Rudasill, Adelson, et al., 2013; Wubbels & Levy, 1991).”
BackgroundFite, P. J., Frazer, A. L., DiPierro, M., & Abel, M. R. (2018) · Children & Schools · doi:10.1093/cs/cdy029 · Cited by 8
Wild, E. (2002) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-322-92258-8_11 · Cited by 8
Analysis of Activities of School Counselors
Hardesty, P. H., & Dillard, J. M. (1994) · Psychological Reports · doi:10.2466/pr0.1994.74.2.447 · Cited by 8
“How the middle-school environment conflicts with developing cognitive and social skills has been elucidated (3).”
BackgroundAdolescent Self-Care: Reviewing the Risks
Stewart, R. (2001) · Families in Society The Journal of Contemporary Social Services · doi:10.1606/1044-3894.213 · Cited by 8
“Eccles et al. (1993) state that “optimal development takes place when there is a good stage–environment fit between the needs of developing individuals and the opportunities afforded them by their social environments” (p. 98).”
BackgroundBarber, B. L. (1995) · Journal of Applied Developmental Psychology · doi:10.1016/0193-3973(95)90001-2 · Cited by 8
ScITECH: An approach in teaching Science Technology Society (STS) course in higher education
Espinosa, K. P. M., & Mangali, G. (2021) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2021.5075 · Cited by 7
“However, contemporary studies show when students are growing, their interest in science also declines (Dawson, 2000; Bae, 2002; Osborne, 2003; Brophy, 2008; Eccles et al., 1993).”
BackgroundExamining the Association between Family Environment and Adolescent Delinquent Behaviours in China
Huang, Y., & McKeown, S. (2022) · Journal of Child and Family Studies · doi:10.1007/s10826-022-02348-4 · Cited by 7
“This finding might seem counterintuitive due to the observation that greater parental control was found to be associated with higher levels of delinquency but may be explained by the stage-environment fit perspective (Eccles et al., 1993).”
ResultTunkkari, M., Hirvonen, R., Vasalampi, K., & Kiuru, N. H. (2023) · Journal of Family Psychology · doi:10.1037/fam0001177 · Cited by 10
Chunlei, G., & Lv, J. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09918-y · Cited by 7
“According to stage environment fit theory, if students experience developmentally appropriate instructional environ - ments, they will achieve positive academic outcomes (Wang et at, 2021; Eccles et al.,1993 ).”
Student’s and Classmates’ Prosocial Behavior predict Academic Engagement in Middle School
Brass, N. R., Hung, C., Stephen, T., Bergin, C. C., Rose, C. A., & Prewett, S. L. (2024) · Journal of Youth and Adolescence · doi:10.1007/s10964-024-02027-1 · Cited by 11
“Students ’ academic engagement tends to decline across the middle school years (Martin et al., 2015), perhaps resulting from a mismatch between students ’ developmental needs and the affordances of the middle school environment (i.e., stage-environment-fi t theory; Eccles et al., 1993).”
Leer, J., Gaither, S. E., & Gassman‐Pines, A. (2024) · Journal of Research on Adolescence · doi:10.1111/jora.12998 · Cited by 14
Wang, X., Yao, C., Su, S., Yu, X., Bai, N., & Gao, S. (2024) · Behavioral Sciences · doi:10.3390/bs14090797 · Cited by 7
“Stage–environment fit theory suggests that a supportive environment can encourage positive development [48].”
BackgroundAn autonomy-supportive intervention program for STEM teachers to enhance engagement among students
Wang, J., Reeve, J., Liu, W. C., Kee, Y. H., Ng, B., Chua, L. L., & Kong, L. C. (2025) · Heliyon · doi:10.1016/j.heliyon.2025.e42150 · Cited by 12
“…secondary school is particularly daunting because of the shift in emphasis from supportive, mastery-based environment in primary schools to a performance-based environment characterized by increased academic rigour, more complex and teacher-directed instructions, and high-stake outcomes [8,26,27].”
Núñez‐Regueiro, F., Juhel, J., & Wang, M. (2025) · Social Psychology of Education · doi:10.1007/s11218-024-09959-3 · Cited by 9
“This might lead to a breakdown in academic adjustment, particularly if the student is in an early developmental stage and does not feel “ready” for increased autonomous learning (as per stage-environment fit theory; Eccles et al., 1993).”
Futch, V. A., Bright, J., DeBate, R. D., et al. (2017) · SpringerBriefs in psychology · doi:10.1007/978-3-319-59141-4_2 · Cited by 7
Effortless or less effort? Effects of tracks on students’ engagement
Dockx, J., den Branden, N. V., & Fraine, B. D. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12290 · Cited by 9
Perfiles de aprendizaje musical formal e informal en educación superior
Carrillo, R., & González-Moreno, P. A. (2021) · Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM · doi:10.5209/reciem.67923 · Cited by 8
Lekhal, R., & Karlsen, L. (2021) · International Journal of Inclusive Education · doi:10.1080/13603116.2021.1991487 · Cited by 7
Vestad, L., Bru, E., & Virtanen, T. E. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2093333 · Cited by 9
“In lower secondary school, students encounter greater academic demands and have increased responsibility for their learning (Eccles et al., 1993).”
BackgroundWidmer, A., Havewala, M., Bowker, J. C., & Rubin, K. H. (2022) · Journal of Attention Disorders · doi:10.1177/10870547221120694 · Cited by 9
“These academic adjustments are often accompanied by stress (Eccles et al., 1993), which may be exacerbated among those with ADHD symptoms (Erickson et al.”
BackgroundAddressing deficit constructs through critical counter-narratives and transformative coaching
Warren, E. A. (2022) · Middle School Journal · doi:10.1080/00940771.2022.2142006 · Cited by 8
“Their study establishes the currency of Eccles et al. (1993) seminal research on stage-environment fit theory, which outlined six ways middle school contexts are at developmental odds with young adolescents—discipline and control, low-cognitive level tasks, whole class instructional strategies, low…”
BackgroundbELonging: Do Students Classified as English Learners Feel Included?
White, R. S., Schneider, J., & Mavrogordato, M. (2023) · AERA Open · doi:10.1177/23328584231179171 · Cited by 9
“…between sense of belonging and grade level also aligns with research showing that students’ sense of acceptance and belonging declines in adolescence, as they traverse through middle and high school (e.g., Anderman, 2003; Barber & Olsen, 2004; Eccles et al., 1993; Walton & Brady, 2017).”
ResultGrowth of preference for solitude in urban and rural Chinese adolescents
Chen, X., Sun, X., Wu, X., Liu, J., Li, D., & Chen, X. (2023) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2023.1151534 · Cited by 8
Hawrot, A., & Nusser, L. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107481 · Cited by 9
Understandings and experiences of wellbeing in a New Zealand senior secondary context
Soutter, A. K., O’Steen, B., & Gilmore, A. M. (2012) · The Journal of Student Wellbeing · doi:10.21913/jsw.v5i2.738 · Cited by 7
Introduction : L’essor de la psychologie de l’adolescence
Bariaud, F. (2012) · Enfance · doi:10.4074/s0013754512003023 · Cited by 7
Jang, H. I., & Park, J. H. (2014) · Korean Journal of Child Studies · doi:10.5723/kjcs.2014.35.2.171 · Cited by 7
Teachers’ Promotion or Inhibition of Children’s Aggression Depends on Peer-Group Characteristics
Peets, K., & Kikas, E. (2015) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2015.1079778 · Cited by 7
“…interactive perspective has been primarily applied when studying a match or mismatch between individual characteristics and the environment (e.g., Eccles et al., 1993; Thomas & Chess, 1977), match or mismatch does not solely exist between an individual and the context; it exists also between…”
BackgroundReady or not: Kindergarten classroom engagement as an indicator of child school readiness
Fitzpatrick, C. (2012) · South African Journal of Childhood Education · doi:10.4102/sajce.v2i1.19 · Cited by 9
Xie, X., Wang, X., Wang, P., Wang, Y., Lei, L., Guo, J., Wang, J., & Bi, C. (2018) · Child Indicators Research · doi:10.1007/s12187-018-9560-5 · Cited by 9
“Theoretical and empirical studies have proven that the interplay between an individual and the environment is important to psychosocial development (Eccles et al. 1993; Hadden et al. 2014; Li et al. 2016b).”
BackgroundThe effects of getting a new teacher on the consistency of personality
Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., Harring, J. R., & Roberts, B. W. (2018) · Journal of Personality · doi:10.1111/jopy.12410 · Cited by 7
Marušić, I., Jagodić, G. K., Erceg, I., & Šabić, J. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101946 · Cited by 7
Ellerbrock, C. R., & Vomvoridi-Ivanović, E. (2022) · Middle School Journal · doi:10.1080/00940771.2021.2022443 · Cited by 7
“Grounded in self-determination theory (Deci & Ryan, 2000) and stage-environment fit theory (Eccles & Midgley, 1989; Eccles et al., 1993), an adolescent-centered community of care is enacted by “ .”
BackgroundFine, A., Toro, J. D., & Orosco, C. (2022) · Journal of Criminal Justice · doi:10.1016/j.jcrimjus.2022.101934 · Cited by 7
Pekrun, R. H. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0038 · Cited by 10
Saville, K., Gray, S. L., Perryman, J., & Hargreaves, E. (2023) · Education 3-13 · doi:10.1080/03004279.2023.2186977 · Cited by 7
“All students we surveyed and inter-viewed noted that bubbles were restrictive in some regards and this was very problematic where there was a lack of stage-environment fi t in terms of autonomy (Eccles et al. 1993), for those who wanted to ‘ explore ’ more.”
BackgroundInfluentialStatement on the effects of law enforcement in school settings
Tocci, C., Stacy, S. T., Siegal, R., Renick, J., LoCurto, J., Lakind, D., Gruber, J., & Fisher, B. W. (2023) · American Journal of Community Psychology · doi:10.1002/ajcp.12723 · Cited by 8
“It is well established that school experiences contribute considerably to youth well ‐ being and development (Dunn et al., 2015) and that school practices may be more likely to lead to negative outcomes if they are misaligned with students' developmental needs and behaviors (Eccles et al., 1993).”
BackgroundEmerging gender differences in times of multiple transitions
Symonds, J. E., Galton, M. J., & Hargreaves, L. M. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139128933.007 · Cited by 8
Motivation, Burnout, and Engagement During Critical Transitions from School to Work
Salmela‐Aro, K. (2012) · Springer eBooks · doi:10.1007/978-94-007-2312-2_10 · Cited by 9
Vidourek, R. A., & King, K. A. (2014) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2013.876949 · Cited by 7
“Education professionals have attributed a large percentage of middle school students’ lack of engagement, decreased interest in academics, and increased problem behaviors in the classroom to the lack of connectedness among students, teachers, and peers (Eccles et al. 1993).”
BackgroundPayne, M. R. (2003) · Race and Society · doi:10.1016/j.racsoc.2004.11.006 · Cited by 7
Facebook as a means to make new peers among early maturing girls
Skoog, T., Sorbring, E., & Bohlin, M. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.02.007 · Cited by 7
Using discourse analysis and psychological sense of community to understand school transitions
Fyson, S. J. (2008) · Journal of Community Psychology · doi:10.1002/jcop.20247 · Cited by 7
Farmer, T. W., & Hamm, J. V. (2015) · Advancing responsible adolescent development · doi:10.1007/978-3-319-20976-0_14 · Cited by 7
OHTANI, K., Nakaya, M., Ito, T., & Okada, R. (2012) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.60.355 · Cited by 8
Évaluation de l’efficacité du programme d’intervention Check and Connect1 à l’école primaire
Archambault, I., Janosz, M., Pascal, S., Lecoq, A., Goulet, M., & Christenson, S. L. (2017) · Revue de psychoéducation · doi:10.7202/1039053ar · Cited by 10
“…Pianta, 2001; Klem et Connell, 2004; Tsai et Cheney, 2012), le modèle écosystémique (Bronfenbrenner, 1979) ainsi que les théories de la motivation intrinsèque (Eccles et al., 1993; NRC, 2004; pour les détails concernant les liens entre ces théories et le programme, voir Christenson et al., 2012).”
BackgroundGagné, M. H., Schonert-Reichl, K. A., Costigan, C. L., et al. (2018) · Applied Developmental Science · doi:10.1080/10888691.2017.1418668 · Cited by 7
“consequences for adolescents who find themselves in learning environments that do not match their developmental needs (Eccles et al., 1993).”
BackgroundSutter-Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2019) · Advances in motivation and achievement · doi:10.1108/s0749-742320190000020011 · Cited by 10
Adoption and validation of the adolescent stress questionnaire for Indian high school students
Baliga, M., souza, O. D., & Suresh, S. (2019) · Indian Journal of Medical Specialities · doi:10.4103/injms.injms_42_19 · Cited by 7
Garbacz, S. A., Beattie, T., Novotnak, T., Kurtz‐Nelson, E., Zahn, M. R., Yim-Dockery, H., Cohenour, J. M., & Jordan, P. (2019) · Behavioral Disorders · doi:10.1177/0198742919888844 · Cited by 9
“In addition, concerns with the parent–teacher relationship were observed, which are particularly important for the middle school context given the distinct challenges for the parent–teacher relationship during middle school (Eccles et al., 1993).”
BackgroundVariables that Influence the Intention to Persist in Vocational Education
Sripan, T., & Sujivorakul, C. (2020) · International Journal of Instruction · doi:10.29333/iji.2020.1322a · Cited by 12
A Meta-Analysis of Middle School Students’ Science Engagement
Aker, L. B., & Ellis, A. K. (2019) · International Dialogues on Education Journal · doi:10.53308/ide.v6i1.46 · Cited by 8
“However, researchers have demonstrated that declining engagement is not an inevitable outcome of the transition to middle school (Anderman & Maehr, 1994; Eccles et al., 1993; Vedder-Weiss & Fortus, 2011).”
BackgroundInfluentialSocial and Emotional Learning in Schools
DiPerna, J. C., Frey, J. R., & Hart, S. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.025 · Cited by 8
Health-Promoting Lifestyle and Its Predictors in Adolescent Survivors of Childhood Cancer
Huang, Y.-J., Lee, S., & Wu, L. (2021) · Journal of Pediatric Oncology Nursing · doi:10.1177/1043454221992322 · Cited by 7
Nurmalita, T., Yoenanto, N. H., & Nurdibyanandaru, D. (2021) · ANIMA Indonesian Psychological Journal · doi:10.24123/aipj.v36i1.2879 · Cited by 7
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
