Cited by 2,626Child and Adolescent Psychosocial and Emotional DevelopmentPsychosocial Factors Impacting YouthPsychology of Development and Education

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

Eccles, Jacquelynne S., Midgley, Carol, Wigfield, Allan, Buchanan, Christy Miller, Reuman, David, Flanagan, Constance, Mac Iver, Douglas·1993·American Psychologist

DOI 10.1037/0003-066x.48.2.90

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1037/0003-066x.48.2.90

Cites

0 citation errors · 0 not checkable

Statistics

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

Claims the paper makes

We couldn’t retrieve this paper’s full text, 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?

The publisher hasn’t deposited this paper’s reference list.

Sorted by citations

Items 1,901–2,000 of 2,626

Employees with Teens
Safyer, A. W., Litchfield, L. C., & Leahy, B. H. (1996) · Employee Assistance Quarterly · doi:10.1300/j022v11n03_03 · Cited by 4
Fits and Misfits: How Adolescents' Representations of Maturity Relate to Their Adjustment
Tilton‐Weaver, L. C., Kakihara, F., Marshall, S. K., & Galambos, N. L. (2011) · doi:10.1002/9780470977453.ch2 · Cited by 4
Calming Anxiety: Developmental Interventions for Multigenerational Parent-Child Therapy
Montgomery, M. J., DeBell, C., & Wilkins, J. (1998) · The Family Journal · doi:10.1177/1066480798062003 · Cited by 4
A narrative inquiry exploring Hong Kong millennial students' perspectives on parental involvements in their academic trajectories
Chan, J. W. Y. (2019) · doi:10.17760/d20316493 · Cited by 4
Student Engagement
Appleton, J. J. (2017) · Springer eBooks · doi:10.1007/978-3-319-32132-5_176-2 · Cited by 4
A Group Empowerment Model with Alienated, Middle Class Eighth Grade Boys
Letendre, J. A. (1999) · Journal of Child and Adolescent Group Therapy · doi:10.1023/a:1022986421172 · Cited by 4
User acceptance of knowledge-based system recommendations: Explanations, arguments, and fit
Giboney, J. S., Brown, S. A., Lowry, P. B., & Nunamaker, J. F. (2015) · Decision Support Systems · doi:10.1016/j.dss.2015.02.005 · Cited by 71
“We highlight two theories of fit: CFT [38] and stage-environment fit (SEF) [39], with the latter being part of the PEF paradigm [40].”
Longitudinal Investigation into the Role of Perceived Social Support in Multicultural Adolescents’ Life Satisfaction: Distinguishing Between-Person and Within-Person Associations
Ling, T., Luo, X., & Zhao, R. (2025) · Journal of Youth and Adolescence · doi:10.1007/s10964-025-02209-5 · Cited by 3
“Teacher support, especially in early adolescence, can promote academic engagement, self-ef ﬁ cacy, and a sense of safety in school (Eccles et al., 1993; Danielsen et al., 2009).”
The influence of parental neglect and teachers’ neglect on peer relationship of adolescents in China: The mediating effect of social withdrawal and aggressive behavior
Liu, Y., & Yuan, Y. (2025) · Children and Youth Services Review · doi:10.1016/j.childyouth.2025.108424 · Cited by 4
School Climate and Black Adolescents’ Psychological Functioning: The Roles of Parental Self-Efficacy and Parenting Practices
Varner, F. A., Lamb, S. J., Tse, H. W., Charles, A. R., Smith, N. A., & Butler‐Barnes, S. T. (2025) · Behavioral Sciences · doi:10.3390/bs15070933 · Cited by 7
“Middle school is a time when many adolescents start feeling less engaged with school; a positive school climate can help facilitate feelings of school belonging and connection to others that impact their academic and socioemotional trajectories (Eccles et al., 2013).”
The longitudinal influence of school climate on adolescent problematic internet use: life satisfaction as a mediator and deviant peer affiliation as a moderator
Yuan, X., Xie, J., & Dou, K. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2541744 · Cited by 3
“In addition, stage-environment fit theory suggests that the fit between the school environment (e.g. school climate and quality of teacher-student relationships) and adolescents’ needs (e.g. needs for autonomy) affects their motivational consequences (Eccles et al., 1993).”
Loneliness and Emotional and Externalizing Problems in Early Adolescence: Moderating and Mediating Effects of Coping Skills
Vaz, S. M. A., Cordier, R., Joosten, A. V., Shean, M., Kane, R. T., Black, M. H., Martin, K., Pearce, N., & Runions, K. (2025) · Behavioral Sciences · doi:10.3390/bs15091192 · Cited by 5
“This period coincides with a critical developmental window identified in theoretical and empirical research (J. S. Eccles et al., 1993), making it an appropriate time to establish baseline measures (T1) and assess early post-transition adjustment (T2).”
Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures
Yu, J., Janssen, T. W. P., Altikulaç, S., Nieuwenhuis, S., & van Atteveldt, N. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102417 · Cited by 7
Perceived academic pressure and mental health in adolescents: a cross-sectional study examining individual vulnerabilities and school climate
Borgogno, M., Davico, C., Vitiello, B., Martinuzzi, A., Ricci, F., Amianto, F., & Marcotulli, D. (2026) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-026-01051-2 · Cited by 4
“At the same time, adolescents’ growing need for autonomy, self-identity and close relationships, may increasingly clash with school environments that emphasize external evaluation and standardized performance, as described by the stage-environment fit model [58].”
Sweet are the fruit of adversity? The impact of fathers’ death on child non-cognitive outcomes in Ethiopia
Himaz, R. (2020) · Economics & Human Biology · doi:10.1016/j.ehb.2020.100890 · Cited by 4
«En primaria, juegas; acá en secundaria, no». Transición a secundaria en instituciones educativas públicas de Lima
Razzeto, F. A. D. (2017) · Revista Peruana de Investigación Educativa · doi:10.34236/rpie.v9i9.59 · Cited by 3
Enacting maturity during adolescence: Extending theory, developing a measure, and considering implications for problem behaviors
Hoyt, L. T., Chaku, N., Barry, K. R., Anderson, G. E., & Ballard, P. J. (2021) · Applied Developmental Science · doi:10.1080/10888691.2021.1957892 · Cited by 4
Increasing students' motivation in mathematics teaching by applying interesting tasks in lower grades of primary school
Paunović, L., & Gajtanović, Z. (2020) · Zbornik radova Uciteljskog fakulteta Prizren-Leposavic · doi:10.5937/zrufpl2014327p · Cited by 3
Challenges of E-Learning for Interior Design and Art Education Students Studying at the College of Basic Education in Kuwait
Najadah, A. S. A. (2021) · Journal of Art, Design, and Music · doi:10.55554/2785-9649.1002 · Cited by 3
“The change to e-learning requires that both the teacher and students need to learn new social, teaching, and learning skills to adapt to online learning especially through unexpected circumstances (Eccles et al., 1993; Harter et al., 1992; Midgley et al., 1995; Roeser and Eccles, 1998).”
Background
A Control-Value Approach to Affective Growth
Pekrun, R. H. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0055 · Cited by 4
All carrot – no stick: an alternative award framework to enhance ‘international’ students’ sense of belonging and engagement in the extracurricular
Harrop, H., & Hoppitt, S. (2023) · London Review of Education · doi:10.14324/lre.21.1.26 · Cited by 8
Predictors, outcomes, and inter-domain connections of German and Math academic motivation profiles
Tóth‐Király, I., Lohbeck, A., & Morin, A. J. S. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102358 · Cited by 5
Culture, Individual Difference, and Student Well-Being: Embracing Diversity for Cultivating Resilience
Kibe, C. (2023) · Positive education · doi:10.1007/978-981-99-5571-8_19 · Cited by 3
Impact of Student Academic Support on Student Engagement: The Mediating Role of Basic Psychological Needs and Academic Motivation
Wei, M. C., Ahmad, N. A., Ismail, I. A., & Alias, S. N. (2024) · Asian Journal of University Education · doi:10.24191/ajue.v20i1.25740 · Cited by 5
Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors
Ramos, A., Steenberghs, N., Lavrijsen, J., Goossens, L., & Verschueren, K. (2024) · Exceptional Children · doi:10.1177/00144029241271927 · Cited by 4
“Momma Knows Best”: The Relationships Between Mothers’ and Fathers’ Gender Essentialism and Their Involvement With Their Adolescents
Nunes, C. E., Lamprianidou, E.-A., Gaunt, R. A., Venard, G., & Petegem, S. V. (2025) · Journal of Family Issues · doi:10.1177/0192513x251347316 · Cited by 5
“According to the self-determination theory (Deci & Ryan, 2012) and stage-environment ﬁ t theory (Eccles et al., 1993; Gutman & Eccles, 2007), parents ’ practices can be attuned to children ’ s emotions and adjusted to their developmental and psychological needs, or they may not be attuned to…”
Belonging contributes to compassion: A longitudinal study of middle school students' prosocial competencies
Ward-Seidel, A. R., Rimm‐Kaufman, S. E., Bell, B. A., & Sandilos, L. E. (2025) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2025.101834 · Cited by 4
The situatedness of instructional quality—How situated are college students' ratings?
Rubach, C., von Keyserlingk, L., Heckhausen, J., & Eccles, J. S. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.70003 · Cited by 3
“As already mentioned, our results might align with assumptions from person × environment fit theory (see Eccles et al., 1993; Rubach et al., 2022a), which would suggest that students who are more interested or have higher expectancies for their success in these courses may experience a stronger…”
Self-citation
Exploring the associations between parental educational expectations, careers and cultural practices and the development of non‐cognitive abilities in Chinese middle school students
Abbasi, B. N., Luo, Z., & Zhang, P. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.70012 · Cited by 4
Achievement Goal Profiles and Academic Performance in Mathematics and Literacy: A Person-Centered Approach in Third Grade Students
Fiévé, J., Likhanov, M. V., Colé, P., & Régner, I. (2025) · Journal of Intelligence · doi:10.3390/jintelligence13090108 · Cited by 6
“…the socially evaluative nature of the literacy domain is perceived as more demanding, especially by girls, who on average demonstrate higher achievement and are often considered to be “naturally” skilled in this subject (Abdullah et al. 2024; Bian et al. 2017; Eccles et al. 1993; Li et al. 2023).”
Monitoring the Health and Well-Being of Developing Children in Changing Contexts: A Framework for Action
Leadbeater, B. J. R., Mitic, W. R., & Egilson, M. (2013) · Springer eBooks · doi:10.1007/978-90-481-9063-8_68 · Cited by 3
The Relationship Between Family Experiences and Motivation to Learn Science for Different Groups of Grade 9 Students in South Africa
Schulze, S., & Lemmer, E. (2016) · African Journal of Research in Mathematics Science and Technology Education · doi:10.1080/10288457.2015.1122897 · Cited by 3
“In addition, early adolescence is a time when most conflict with family members may occur that could influence motivation to learn (Eccles et al., 1993).”
Background
Passung zum Beruf und die Wahl einer Aus- oder Weiterbildung
Nägele, C., Frey, S., & Neuenschwander, M. P. (2017) · Springer eBooks · doi:10.1007/978-3-658-16981-7_10 · Cited by 3
Person–Environment Fit, Substance Use Attitudes, and Early Adolescent Substance Use
Fisher, S. D., Zapolski, T. C. B., Al’Uqdah, S. N., Stevens-Watkins, D. J., Arsenault, C., & Barnes-Najor, J. V. (2018) · Substance Use & Misuse · doi:10.1080/10826084.2018.1531426 · Cited by 6
Caring as an Authoritative Act
Audley, S., & Ginsburg, J. L. (2018) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-5748-7.ch009 · Cited by 4
Effects of Career Identity on Life Satisfaction of youth expected to graduate from Middle and High School: Focusing on Mediating Effects of School Life Adaptation
서희정, & 윤명희 (2018) · CNU Journal of Educational Studies · doi:10.18612/cnujes.2018.39.1.71 · Cited by 3
Depresivita a impulzivita ako prediktory rizikového správania dospievajúcich v systéme ústavnej starostlivosti a nižšieho sekundárneho vzdelávania
Kulišek, J., & Dolejš, M. (2019) · doi:10.5507/ff.19.24456546 · Cited by 3
Career Development of Women
Leung, S. A., & Cinamon, R. G. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.024 · Cited by 4
Perceived Teacher Support and Communication in Strategizing Possible Selves
Mireles‐Rios, R., & Roshandel, S. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00125 · Cited by 3
Understanding Gender Inequality in Poverty and Social Exclusion through a Psychological Lens
Zhang, M. F., & Gordon, D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.033 · Cited by 3
Mothers’ Perceptions of the Climate of Their Children’s Schools: Covariations With Children’s Academic Adjustment in Families of Mexican Origin
Lin, L. C., Pomerantz, E. M., Zheng, L. R., & Robins, R. W. (2020) · Child Development · doi:10.1111/cdev.13472 · Cited by 3
What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective
Skinner, E. A., Chi, U., & The Learning-Gardens Educational Assessment Group (2021) · Urban agriculture · doi:10.1007/978-3-030-70030-0_2 · Cited by 3
Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade
Øvereng, L. K. B., & Gamlem, S. M. (2022) · Cambridge Journal of Education · doi:10.1080/0305764x.2022.2031885 · Cited by 4
Schule und Beruf
Neuenschwander, M. P. (2020) · Springer eBooks · doi:10.1007/978-3-658-24734-8_33-1 · Cited by 3
Longitudinal Stability and Change in Young Students’ Mastery-Approach Goals for Running
Xiang, P., Liu, J., Li, W., & Guan, J. (2022) · Perceptual and Motor Skills · doi:10.1177/00315125221118469 · Cited by 3
Sense of Competence, Autonomy and Relatedness during Primary-Secondary Transition: Children Express Their Own Experiences
Hargreaves, E., Saville, K., Buchanan, D., Gray, S. L., Perryman, J., & Quick, L. (2022) · International Journal of Educational and Life Transitions · doi:10.5334/ijelt.36 · Cited by 4
What Is Motivation?
Locke, E. A. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0003 · Cited by 8
Theoretical and Methodological Disintegration Is the Most Fundamental Limitation in Contemporary Motivation Research
Nagengast, B., & Trautwein, U. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0068 · Cited by 4
How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence
Haase, J., Höhne, E., Hannover, B., et al. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09836-5 · Cited by 3
“Building on theories of psychological control and person-environment fit models (Eccles et al., 1993; Heckhausen & Schulz, 1995; Skinner, 1996), Hannover and Zander (2020) assert that students try to achieve fit between their social identity and social environment through different strategies such…”
Breaking the Law of Inertia for Students with Poor Grit and Achievement: The Predictive Mechanism of Grit on the Short-Term and Long-Term Achievement
Weng, M., Liao, C., Kwok, O., & Wu, J. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00802-5 · Cited by 8
“Specifically, students in this stage suffered from more competition, social comparison, higher teacher control and discipline, and fewer opportunities for decision-making by students (Eccles et al., 1993).”
The Developmental Value of Independent Student Expeditions in Outdoor Adventure Education for Emerging Adult-Aged Participants
Riley, M., Sibthorp, J., & Rochelle, S. (2024) · Journal of Outdoor Recreation Education and Leadership · doi:10.18666/jorel-2024-11778 · Cited by 3
Adoptive parents’ worries and concerns about their adolescent adopted children
Hillman, S., Lajmi, N., Steele, M., Hodges, J., Simmonds, J., & Kaniuk, J. (2024) · Adoption & Fostering · doi:10.1177/03085759241236468 · Cited by 3
“They find themselves facing increased demands for maturity, higher expectations for academic achievement and transitions to schools, as well as more intense peer interactions (Eccles et al., 1993).”
Background
Adolescent achievement goal profiles and their relationships with predictors and outcomes
Kim, K. M., Park, Y., & Bong, M. (2025) · Social Psychology of Education · doi:10.1007/s11218-024-10006-4 · Cited by 5
“Teachers, parents, and peers are the three major social agents in adolescent life (Eccles et al., 1993) and potentially influence students’ achievement goal pursuits.”
Health promoting behaviour among Adolescents attending Adolescent friendly services at school campus
Ramasubramaniam, S., & Iyengar, D. S. (2014) · IOSR Journal of Nursing and health Science · doi:10.9790/1959-03215862 · Cited by 3
Interdit d’interdire? Vers une meilleure compréhension de l’autonomie et des règles au sein des relations parents-adolescents.
Petegem, S. V., Baudat, S., & Zimmermann, G. (2019) · Canadian Psychology/Psychologie canadienne · doi:10.1037/cap0000167 · Cited by 5
Evolutionary Roots of Women’s Aggression
Davis, A. C., Vaillancourt, T., & Archer, J. E. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.022 · Cited by 4
Conceptualizing the Core of “Social Emotional Learning”
Gehlbach, H., & Chuter, C. (2020) · ACCESS Contemporary Issues in Education · doi:10.46786/ac20.8910 · Cited by 8
Cognitions and Emotions Energize and Sustain Motivation
Schunk, D. H. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0037 · Cited by 6
Introduction: Towards Optimal Learning Environments in Schools
Shernoff, D. J. (2013) · Advancing responsible adolescent development · doi:10.1007/978-1-4614-7089-2_1 · Cited by 5
Significance of self-efficacy model in educational work with adolescents
Biljana, M.-D., & Radić-Šestić, M. (2012) · Specijalna edukacija i rehabilitacija · doi:10.5937/specedreh11-3104 · Cited by 3
Dissociations, Developmental Psychology, and Pedagogical Design
Lillard, A. S. (2006) · Child Development · doi:10.1111/j.1467-8624.2006.00959.x · Cited by 3
“What the child does in getting the answer wrong manually might be analogous to what makes adults get the answer right in sequence learning tasks.”
Background
The Nature of Engagement in Schools
Shernoff, D. J. (2013) · Advancing responsible adolescent development · doi:10.1007/978-1-4614-7089-2_3 · Cited by 4
Effects of Health Promoting School on School Climate
Park, Y. (2015) · Journal of the Korean Society of School Health · doi:10.15434/kssh.2015.28.2.47 · Cited by 3
Education for Peace and School Coexistence
Pineda-Alfonso, J. A., & García-Pérez, F. F. (2016) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-5225-0078-0.ch007 · Cited by 3
Studying “A Thousand Miles Away”: The Motivational Implications of Cross-Cultural Transitions
McInerney, D. M., & King, R. B. (2012) · Advances in motivation and achievement · doi:10.1108/s0749-7423(2012)0000017011 · Cited by 4
Educational Tracking Within and Between Schools: From First Grade Through Middle School and Beyond
Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2006) · Cambridge University Press eBooks · doi:10.1017/cbo9780511499760.010 · Cited by 3
A teacher’s reflection on teaching “Tomorrow’s Leaders” in university students in Hong Kong
Yu, L. (2016) · International Journal on Disability and Human Development · doi:10.1515/ijdhd-2016-0710 · Cited by 3
Übergänge in die Berufsausbildung
Neuenschwander, M. P. (2018) · Springer eBooks · doi:10.1007/978-3-642-53968-8_19 · Cited by 5
The Relationship between Teachers' Fostering Relevance Behavior and Middle School Students' Cognitive Engagement in Mathematics
Pratiwi, B. N., & Primana, L. (2018) · Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR) · doi:10.2991/uipsur-17.2018.1 · Cited by 3
Teaching Behavior and Emerging Adults’ Depressive Symptoms: Effect of Perceived Observer-Model Similarity
Pössel, P., & Smith, R. J. (2018) · Journal of Child and Family Studies · doi:10.1007/s10826-018-1250-x · Cited by 3
L’influence de la relation maîtres-élèves sur le développement de comportements déviants et délinquants à l’adolescence
Giguère, V., Morin, A. J. S., & Janosz, M. (2019) · Revue de psychoéducation · doi:10.7202/1061960ar · Cited by 3
Linking academic worries and youth academic adjustment: The role of parental involvement
Cai, T., & Tu, K. M. (2021) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2021.101325 · Cited by 2
Developmental Relationships and Student Academic Motivation: Current Research and Future Directions
Scales, P. C., Pekel, K., & Houltberg, B. J. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_13 · Cited by 5
Assessing Motivation Dynamically
Schunk, D. H. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0074 · Cited by 4
Is Academic Motivation a Tree Trunk, a Fan, a Wall, a Rope, a Snake, or a Spear?
Skinner, E. A. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0061 · Cited by 4
An Attitudes to School Scale for Primary School Children
Sa’di, I. T. (2001) · Research in Education · doi:10.7227/rie.66.6 · Cited by 3
“…in upper grades have less positive attitudes toward school when compared with R es ea rc h in E du ca tio n N o. 6 6 72 students in lower ones’ (Darom and Rich, 1988; see also Simpson and Oliver, 1985; Yager and Penick, 1986; Finson and Enochs, 1987; Midgley et al., 1989; Eccles et al., 1993).”
Background
Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program
Hinga, B. M., & Mahoney, J. L. (2010) · Journal of Youth Development · doi:10.5195/jyd.2010.206 · Cited by 3
Motivacija za učenje u zavisnosti od pola i uzrasta učenika
Perućica, R. (2017) · Биомедицинска истраживања · doi:10.7251/bii1701069p · Cited by 3
Parent–Teacher Relationships
Minke, K. M., & Woodford, J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.030 · Cited by 6
The Long Branch of Phase-Environment Fit
Obeidallah, D. A., Hauser, S. T., & Jacobson, A. M. (1999) · Journal of Adolescent Research · doi:10.1177/0743558499141006 · Cited by 3
“Guiding our research questions is the stage-environment fit perspective, presented by Eccles and colleagues (Eccles, Lord, & Roeser, 1996; Eccles & Midgley, 1989; Eccles et al., 1993).”
Method
Les parents et le groupe de pairs comme sources potentielles de soutien social lors de la transition scolaire primaire-secondaire
Cantin, S., & Boivin, M. (2023) · Revue de psychoéducation · doi:10.7202/1097564ar · Cited by 3
Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics
Amato (2018) · Digital Repository Service (Northeastern University) · doi:10.17760/d20279957 · Cited by 3
“Eccles et al, (1993), prominent researchers of behaviors that affect cognition and primary developers of SEF theory, proposed that the beliefs and practices that define the educational environment affect a student’s expectations, experiences, and motivations (Eccles et al., 1993).”
Background
The Influence of Social Support and Basic Psychological Needs Satisfaction on Student Academic Motivation at a Cameroonian University: Structural Equation Modeling
Adamou, S. (2018) · Digital Commons - Andrews University (Andrews University) · doi:10.32597/dissertations/1677 · Cited by 3
Culture and Adolescent Development
Delany, D. E., & Cheung, C. S.-S. (2020) · The Encyclopedia of Child and Adolescent Development · doi:10.1002/9781119171492.wecad322 · Cited by 3
Family Development Theory
Gavazzi, S. M. (2016) · Springer eBooks · doi:10.1007/978-3-319-32132-5_456-2 · Cited by 3
The Impact of ChatGPT on Student Learning Behavior: An Experimental Research StudyPreprint
Swargiary, K. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4611213 · Cited by 3
Motivational Researchers Must Move Beyond Linear Models to Consider Motivational Processes as Part of a Complex System
Linnenbrink‐Garcia, L. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0065 · Cited by 3
Navigating the Middle School Transition in a Non-Western Culture: Exploring the Interplay of Perceived Academic Performance, Time Management, and the Mediating Role of Academic Engagement
Azizi, M., Ajilchi, B., Shafirayat, F., & Kisely, S. R. (2024) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2024.2355911 · Cited by 3
“This transition is often marked by changes in academic expectations, social relationships, and environmental factors, and these changes can have a significant impact on student outcomes (Eccles et al. 1993).”
Background
Student situational engagement and its associations with regard for adolescent perspectives, productivity, and instructional learning formats in the classroom
Pettersen, E. B., Vaaland, G. S., Ertesvåg, S. K., & Virtanen, T. E. (2024) · Educational Psychology · doi:10.1080/01443410.2024.2368567 · Cited by 9
“Furthermore, the need for autonomy is especially important for adolescents due to developmental changes (Eccles et al., 1993; Hafen et al., 2015).”
Developmental trajectories of students' beliefs about social success: Differences between students with and without a middle school transition
Brass, N. R., & Ryan, A. M. (2024) · Journal of Adolescence · doi:10.1002/jad.12419 · Cited by 2
Breaking the Cycle: Perceived Control and Teacher–Student Relationships Shield Adolescents from Bullying Victimization over Time
Wang, Z., Lu, K., Wang, X., Zheng, J., Gao, X., & Fan, Q. (2024) · Behavioral Sciences · doi:10.3390/bs14121198 · Cited by 3
“As adolescents’ self-awareness matures, they develop a better understanding of their surroundings and the factors influencing their lives, which in turn enhances their perception of control [42].”
Do students’ mindsets about emotional intelligence change over secondary school? Developmental paths in adolescence
Costa, A., & Faria, L. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10031-x · Cited by 5
The Teacher Beliefs About Independent Reading Opportunity Scale: A Validation Study
Brice, L. D., & Tetteh, L. (2025) · Reading & Writing Quarterly · doi:10.1080/10573569.2025.2481598 · Cited by 2
“Cost, an additional type of belief often included as part of the task value construct, involves evaluating the physical or emotional sacrifices required to complete a task (Eccles et al., 1993; Eccles & Wigfield, 2002; Wigfield & Eccles, 1992; 2000).”
Exploring the role of ecological systems and intersectionality in shaping the academic performance of Chinese adolescents
Kang, X., & Han, W. (2025) · Children and Youth Services Review · doi:10.1016/j.childyouth.2025.108266 · Cited by 2
The impact of learning styles on academic performance in adolescent students
Puja, T., & Surendra, K. (2025) · i-manager’s Journal on Educational Psychology · doi:10.26634/jpsy.18.3.21165 · Cited by 2
Exploring the impact of peer victimization on self-esteem in adolescents with type 1 diabetes: the power of psychological resilience
Şimşek, A., Murat, M., Er, S., & Köse, S. (2025) · European Journal of Pediatrics · doi:10.1007/s00431-025-06203-8 · Cited by 3
“At the same time, test anxiety, peer pressure, or academic expectations that come with increasing levels of education may also weaken self-esteem [16, 44, 53].”
Achievement goal profiles and profile transitions in teacher- and self-directed learning and the association with self-efficacy and interest
Schweder, S., Hagenauer, G., Grahl, L., et al. (2025) · Motivation and Emotion · doi:10.1007/s11031-025-10142-0 · Cited by 2
“The motivation of students in secondary education is a relevant educational topic, as studies have repeatedly shown that motivation generally decreases over the course of secondary education (Anderman & Midgley, 1997; Eccles et al., 1993; Gnambs & Hanfstingl, 2016).”
Developmental Trajectories of Students’ Life Satisfaction and Reciprocal Relations with Parental Autonomy Support in Elementary and Secondary School
Ling, T. (2025) · Journal of Happiness Studies · doi:10.1007/s10902-025-00945-w · Cited by 2
Re-Examination of the Reciprocal Relation Between Intrinsic Motivation and Competence Beliefs in Math Using the Random-Intercept Cross-Lagged Panel Framework
Paschke, P., Steinmayr, R., Mertens, A., Neubauer, A. B., & Spinath, B. (2025) · Child Development · doi:10.1111/cdev.70028 · Cited by 3
EFFECTIVENESS OF A GAMIFIED INTERACTIVE RESPONSE SYSTEM FOR ENHANCING PRIMARY SCIENCE EDUCATION
Lo, Y. W. (2025) · Journal of Baltic Science Education · doi:10.33225/jbse/25.24.956 · Cited by 2

Authors: Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D.
ORCID: Eccles, Jacquelynne S.
Wigfield, Allan
Buchanan, Christy Miller
Flanagan, Constance
Venue: American Psychologist
Publisher: American Psychological Association (APA)
Published: 1993
Volume: 48
Issue: 2
Pages: 90-101
ISSN: 0003-066X (ISSN-L)
1935-990X
DOI: 10.1037/0003-066x.48.2.90
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

Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks