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 2,001–2,100 of 2,626
Leveraging the power and potential of feedback: Conceptual contributions and areas for expansion
Koenka, A. C., McManus, D. N., & Nicolai, K. D. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102427 · Cited by 3
Grecu, A. L., Ghosh, S., & McElvany, N. (2026) · Social Psychology of Education · doi:10.1007/s11218-026-10182-5 · Cited by 2
“Drawing on the stage-environment fit theory (Eccles et al., 1993), we hypothesize that school enjoyment decreases from grade four to grade seven (Hypothesis 1).”
InfluentialStallings, K., Tian, N., Ercek, E. Y., Kotara, H., Marinelli, D., Rajarajan, P. D., Schumacher, D., Sanusi, I. T., & Martin, F. (2026) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3770762.3772627 · Cited by 2
Alodat, A. M. (2026) · Gifted and Talented International · doi:10.1080/15332276.2026.2638234 · Cited by 2
Deng, Y., Li, M., Han, X., Shao, Z., & Yan, J. (2026) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-026-02982-z · Cited by 2
“Characterized as “storm and stress”, adolescence is a critical period for mental health protection with heightened vulnerability to internalizing and externalizing issues, difficul - ties related to family, school, and broader societal contexts [1, 2].”
Sotardi, V. A., & Rudolf, R. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2026.102469 · Cited by 3
Caring Educational Climate and Teacher Efficacy
이전이, & 김용한 (2015) · 한국교원교육연구 · doi:10.24211/tjkte.2015.32.1.395 · Cited by 2
Entwicklung motivationaler Orientierungen in den MINT-Bereichen im mittleren Jugendalter
Lazarides, R., & Ittel, A. (2018) · Springer eBooks · doi:10.1007/978-3-642-53968-8_17 · Cited by 2
Au, A. K. Y., Chen, S. X., & Cross, S. E. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.017 · Cited by 2
A Gendered Light on Empathy, Prosocial Behavior, and Forgiveness
Karniol, R., & Čehajić‐Clancy, S. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.020 · Cited by 1
Understanding and Cultivating Hope in School
Dixson, D. D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.014 · Cited by 3
Effective Bullying Prevention and Intervention Strategies for School Professionals
Swearer, S. M., Garcia, A. G., Damme, A. M., Palmon, S., Asay, N. J., & Scalora, M. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.023 · Cited by 2
Jie, Z. L., Ying, Z., & Zhao, M. Z. (2019) · Journal on Education · doi:10.31004/joe.v2i1.309 · Cited by 2
Ellis, J. (2021) · Journal of Popular Music Education · doi:10.1386/jpme_00044_1 · Cited by 2
Dorjee, D., & Roeser, R. W. (2022) · UNESCO MGIEP eBooks · doi:10.56383/horu5152 · Cited by 2
Vock, M., Gronostaj, A., Kretschmann, J., et al. (2022) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-022-01118-8 · Cited by 2
Lebeau, R., & Bouffard, T. (2022) · Canadian Journal of Education / Revue canadienne de l éducation · doi:10.53967/cje-rce.5281 · Cited by 9
“…envers les futures exigences du nouveau milieu scolaire qui peuvent, à leur tour, ébranler les perceptions de compétence, les ressources motivationnelles et le rendement des élèves (Benner, 2011 ; Denoncourt et al., 2004 ; Duchesne et al., 2009 ; Eccles et al., 1993 ; Labranche et al., 2021).”
BackgroundControlling Your Own Motivation Is an Acquired Skill
Wolters, C. A. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0033 · Cited by 2
How Does Context Shape Motivation?
Bong, M. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0044 · Cited by 2
How Do We Motivate People? By Working with Their Self-Beliefs
Usher, E. L. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0054 · Cited by 7
Kim, S. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0008 · Cited by 2
Vansteenkiste, M., & Soenens, B. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0021 · Cited by 4
Grolnick, W. S. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0026 · Cited by 4
ADHD-symptoms and transition to middle school: the effects of academic and social adjustment
Palmu, I., Määttä, S., Närhi, V. M., & Savolainen, H. K. (2023) · European Journal of Special Needs Education · doi:10.1080/08856257.2023.2191106 · Cited by 3
“From a developmental perspective (Stage-environment fit: Eccles et al. 1993) this is a fragile state and youth are vulnerable to multiple developmental risk factors, as demands of independence increase and early adolescence brings on physical, psychological, and social changes.”
BackgroundDvořák, D., Simonová, J., Vyhnálek, J., & Gál, P. (2023) · Studia Paedagogica · doi:10.5817/sp2022-4-1
Yekta, M., Farahani, M. N., Khanipour, H., & Shahgholian, M. (2023) · Practice in Clinical Psychology · doi:10.32598/jpcp.11.2.839.1 · Cited by 2
Hawrot, A., & Zhou, J. T. (2023) · Reading and Writing · doi:10.1007/s11145-023-10472-w · Cited by 2
“…partially stems from the school and classroom learning environments not providing adequate instructional quality (e.g., Guthrie & Wigfield, 2017) or not addressing adequately students’ needs as students grow older and move through the education system (e.g., Eccles et al., 1993; Ryan & Deci, 2017).”
Building Professional Capital for High-Quality Early Childhood Education and Care
Hansen, L. S. (2023) · International perspectives on early childhood education and development · doi:10.1007/978-3-031-39419-5_4 · Cited by 2
The Experience of Maternity Group Homes: A Qualitative Study of Mothers and Providers
Radey, M., & Boel-Studt, S. M. (2023) · Journal of Adolescent Research · doi:10.1177/07435584231212397 · Cited by 2
“Informed by stage-environment fit (Eccles et al., 1993) within the context of emerging adulthood (Arnett, 2007), this study used thematic and narrative analyses of interviews with mothers aging out of foster care with MGH experience and MGH providers to understand central attributes of MGH…”
InfluentialMorris, S. R., & McKenzie, S. C. (2024) · The Educational Forum · doi:10.1080/00131725.2024.2312299 · Cited by 2
“This transitional phase ushers in dynamics like friendship shifts, heightened stressors, and evolving peer interactions (Eccles et al., 1993; Meter & Card, 2016; Poulin & Chan, 2010).”
Son, D., Updegraff, K. A., & Umaña‐Taylor, A. J. (2024) · Journal of Research on Adolescence · doi:10.1111/jora.12925 · Cited by 3
Feng, Q., & Cui, M. (2024) · Children · doi:10.3390/children11040393 · Cited by 3
“…reports of parenting behaviors [19,20] and with the findings on indulgent parenting [23,24] As suggested by the stage–environment fit theory [18], the mismatch between parental indulgence practices and the needs of developing adolescents, as reflected by discrepancies in perceptions of…”
BackgroundResultHe, G., & Ge, T. (2024) · Chinese Sociological Review · doi:10.1080/21620555.2024.2364731 · Cited by 2
“Eccles et al. (1993) examine how transitions between schools can exacerbate feelings of maladjustment, noting the significant role of the school environment in shaping psychosocial development.”
Ramseier, L., & Neuenschwander, M. P. (2024) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000286 · Cited by 2
Fang, X., Huang, B., Liao, J., Tian, W., & Lei, L. (2024) · Youth & Society · doi:10.1177/0044118x241280077 · Cited by 2
“According to the stage-environment fit theory (Eccles et al., 1993), certain adverse changes (e.g., problem behavior) may stem from a discrepancy between the requirements of adolescents in development and the available opportunities within their diverse social settings.”
Balancing the Tedious See-Saw of Academic Pressure and Personal Growth
Nayak, A. P., & Kachhi, Z. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-1455-5.ch013 · Cited by 2
Ikävalko, M., Widlund, A., Viljaranta, J., Lazarides, R., Lambert, M. C., & Sointu, E. T. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102675 · Cited by 2
Schimmelpfennig, F. (2025) · European Journal of Psychology of Education · doi:10.1007/s10212-025-00952-8 · Cited by 7
“As students enter secondary school, they perceive teachers as more distant and less supportive, friendly, caring, and warm than elementary school teachers (Eccles et al., 1993; Harter, 1996; Hawkins & Berndt, 1985).”
Liu, H. J., Jonge, K. M. M. D., Hartigh, R. J. R. D., & Yperen, N. W. V. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1595274 · Cited by 3
Oplatka, İ., & Tubin, D. (2009) · International Journal of Educational Reform · doi:10.1177/105678790901800303 · Cited by 2
“Their perceived academic competence declines (Marsh & Hattie, 1996), and there is a drop in students’ intrinsic motivation to learn (Rathunde & Csikszentmihalyi, 2005), beyond what is accounted for by age (Eccles et al., 1993).”
BackgroundInfluentialGender and Personality Research in Psychology
Laher, S., Cheung, F. M., & Zeinoun, P. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.016 · Cited by 3
Психіатрія та наркологія. Інструменти вимірювання залежностей
Serdiuk, O., Burlaka, V., Kanishchev, A. V., Tkach, B., Vyglazova, O., Yurchenko, O., Мосейко, О. В., Zdrowia, W. C., Guk, G., Yefimenko, S., et al. (2022) · Kharkiv National University of Internal Affairs eBooks · doi:10.32631/msu2022 · Cited by 2
Fadda, D., Maïano, C., Morin, A. J. S., et al. (2014) · RICERCHE DI PSICOLOGIA · doi:10.3280/rip2013-003001 · Cited by 2
“…i ragazzi sono impegnati nel far fronte ai diversi cambiamenti fisici, psicologici e sociali che caratterizzano questa fase evolutiva; mentre nella tarda adolescenza, i giovani cercano di integrar questi cambiamenti in una nuova visione di sé (Cicchetti & Rogosch, 2002; Eccles et al., 1993).”
BackgroundHamm, J. V., Dadisman, K. A., Day, K. M., Agger, C. A., & Farmer, T. W. (2013) · Journal of Educational and Developmental Psychology · doi:10.5539/jedp.v4n1p46 · Cited by 2
“Early adolescents’ adjustment in the middle school transition is typically understood from a stage-environment fit perspective (Eccles et al., 1993), which focuses on the match between early adolescents’ developmental needs and the demands of the school environment.”
BackgroundAttending to Student Motivation through Critical Practice
Simzar, R. M., & Domina, T. (2013) · Advances in early childhood and K-12 education · doi:10.4018/978-1-4666-5059-6.ch004 · Cited by 2
Jugendliche und Schule: Zur Sicht von Jugendlichen auf Schule und Lehrer*innen
Hombach, K. (2016) · Springer eBooks · doi:10.1007/978-3-658-15437-0_12 · Cited by 2
Okado, K., Kida, N., & Sakai, T. (2018) · Psychology · doi:10.4236/psych.2018.95068 · Cited by 2
“Many young people experience a decline in academic results in this period (Eccles & Midgley, 1989; Eccles et al., 1993).”
BackgroundAmato, L. M. (2019) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-5225-9108-5.ch004 · Cited by 2
Exploring the Dimensions of Interest Sustainability (5Cs Framework): Case Study of Nathan
Tan, A. L., Hung, D. W. L., & Jamaludin, A. B. (2019) · Education innovation series · doi:10.1007/978-981-13-6330-6_12 · Cited by 2
Peran Efikasi Diri dalam Memediasi Hubungan antara Keterlibatan Orang Tua dan Motivasi Berprestasi
Malang, F. P. U. M., Wardani, K. A., Iswinarti, I., Malang, F. P. U. M., Karmiyati, D., & Malang, F. P. U. M. (2019) · Mediapsi · doi:10.21776/ub.mps.2019.005.02.2 · Cited by 2
Screening Higher Secondary School Adolescents for Factors Contributing to Stress in Pune City
Mitra, S. (2020) · Indian Journal of Youth and Adolescent Health · doi:10.24321/2349.2880.201914 · Cited by 2
“Ind J Youth Adol Health 2019; 6(3): 43-49.”
Intercultural Relationships, Migrant Women, and Intersection of Identities
Kashima, E. S., & Safdar, S. F. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.036 · Cited by 2
Feminist Theory and Methodologies
Pande, R., Liu, W., & Tseng, H. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.003 · Cited by 2
School Settings that Facilitate High Teacher Expectations
Rubie-Davies, C. M., & Flint, A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.015 · Cited by 4
Locquiao, J., Abernathy, T. V., Mesina, O. L., & Liu, L. (2020) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2020.1854759 · Cited by 3
Stang‐Rabrig, J., Schwabe, F., & McElvany, N. (2021) · Edition ZfE · doi:10.1007/978-3-658-31064-6_3 · Cited by 2
Engagement as an Individual Trait and Its Relationship to Achievement
Shernoff, D. J. (2013) · Advancing responsible adolescent development · doi:10.1007/978-1-4614-7089-2_5 · Cited by 2
Bradford, B. C., Beier, M. E., McSpedon, M., & Wolf, M. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--34614 · Cited by 2
“Both individual characteristics and social factors influence STEM trajectories [13].”
BackgroundChallenging Students With High Abilities in Inclusive Math and Science Classrooms
Freedberg, S. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1435111 · Cited by 2
Dispersion of Student Achievement and Classroom Composition
Rjosk, C. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-88178-8_47 · Cited by 4
Renick, J., & Reich, S. M. (2022) · Journal for Multicultural Education · doi:10.1108/jme-06-2022-0066 · Cited by 2
Two Routes to the Self-Regulation of Motivation and Goals
Gollwitzer, P. M., & Bargh, J. A. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0031 · Cited by 2
Motivation Is the Interaction Between Dispositions and Context
Stipek, D. J. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0005 · Cited by 4
Creating a Motivating Learning Environment
Alexander, P. A. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0050 · Cited by 2
The Good, the Bad, and the Ugly of Motivation
Ntoumanis, N. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0020 · Cited by 3
The Most Fundamental Limitation in Motivation Theory and Research Is Our Theories
Anderman, E. M. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0066 · Cited by 3
Most Motivation Research in Education Is Not Yet Useful for Teachers
Patrick, H. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0064 · Cited by 7
Gray, D. L., & Harris-Thomas, B. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0076 · Cited by 2
Competition Can Enhance Motivation—But Typically Undermines It
Reeve, J. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0028 · Cited by 6
Gavazzi, S. M., & Lim, J.-Y. (2023) · Advancing responsible adolescent development · doi:10.1007/978-3-031-43407-5_3 · Cited by 2
Preliminary development and validation of the positive school transition readiness survey (PSTRS)
Bharara, G., & Duncan, S. (2023) · Psychology in the Schools · doi:10.1002/pits.23108 · Cited by 4
The different role of adversity before and after birth in adolescent depression
Yuan, Y., Xiao-xia, Y., Liang, Z., & Zhang, L. (2023) · Journal of Affective Disorders · doi:10.1016/j.jad.2023.12.064 · Cited by 3
Self-Regulated Learning in School Transition and as a Creative Process
Oie, M., Fujie, Y., Okugawa, Y., Kakihana, S., Itaka, S., & Uebuchi, H. (2012) · Springer eBooks · doi:10.1007/978-981-4021-93-7_7 · Cited by 3
Paulson, S. E., Rothlisberg, B. A., & Marchant, G. J. (1998) · Research in Middle Level Education Quarterly · doi:10.1080/10848959.1998.11670142 · Cited by 2
Connecting to “The Who”: The Primacy of Supportive Relationships
Shernoff, D. J. (2013) · Advancing responsible adolescent development · doi:10.1007/978-1-4614-7089-2_7 · Cited by 2
Moving up, feeling down: Socioemotional health during the transition into college
Olson, J. (2017) · Longitudinal and Life Course Studies · doi:10.14301/llcs.v8i3.419 · Cited by 3
“Consistencies and disjuncture between these two sets of settings therefore have implications for their wellbeing beyond their academic prospects (Benner, 2011; Eccles et al., 1993).”
Beginning High School: Christian Students’ Perceptions and Choices
Tengler, A. S., & Seifert, L. S. (2017) · Journal of Research on Christian Education · doi:10.1080/10656219.2017.1331778 · Cited by 5
“Indeed, school attrition risk rises in high school—owing not only to the approach of the age at which one can first drop out under the law—but also to elevated demands on one’s time, attention, cognition, and self-regulation (Eccles et al., 1993; Reyes, Gillock, & Kobus, 1994).”
BackgroundResultInfluentialBerkowitz, M., Stern, E., Hofer, S. I., & Deiglmayr, A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.032 · Cited by 3
Principles of Prevention and Intervention to Close Discipline Gaps in Schools
Gregory, A., & Skiba, R. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.024 · Cited by 5
Contreras-Espinosa, R. S., & Gómez, J. L. E. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3710-0.ch066 · Cited by 2
Azhari, S. C., Rosali, E. S., Faishal, M. A., Dewi, N. N. A. R. P., Lutfiah, Huda, R. S., Rahayu, N. A., & Meita, T. (2022) · JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) · doi:10.21831/jppm.v9i1.49008 · Cited by 2
Creating a Middle School Culture of Literacy
Feirsen, R. (1997) · Middle School Journal · doi:10.1080/00940771.1997.11494447 · Cited by 2
Zielorientierungen und schulisches Lernen am Grundschulübergang
Paulick, I. (2011) · eDiss (Georg-August-Universität Göttingen) · doi:10.53846/goediss-3093 · Cited by 2
Ramsdell, P. (2014) · doi:10.23860/diss-ramsdell-paige-2014 · Cited by 2
“college, it is in college where most students first live away from home for the first time and are exposed far more to the influence of their peers than the influence of their families (Eccles et al., 1993; Larose & Boivin, 1998).”
BackgroundRohrman, S. (2014) · Wiley eBooks · doi:10.1002/9781118410868.wbehibs489 · Cited by 2
Engelland-Schultz, J. L. (2015) · doi:10.30707/etd2015.engellandschultz.j · Cited by 2
“Mismatches between students’ developmental needs and teachers’ behaviors are related to decreases in motivation and school interest (Eccles et al., 1993).”
BackgroundChildhood Skill Development and Adult Political ParticipationPreprint
Holbein, J. B. (2015) · SSRN Electronic Journal · doi:10.2139/ssrn.2632714 · Cited by 2
Building bridges between universities and middle schools: A teacher-centred collaboration
Rhodes, J. E., & Camic, P. M. (2006) · Educational and Child Psychology · doi:10.53841/bpsecp.2006.23.1.42 · Cited by 2
Developmental Cultural Neuroscience: Progress and Prospect
Qu, Y., & Telzer, E. H. (2017) · Wiley eBooks · doi:10.1002/9781119181361.ch19 · Cited by 3
“For example, American youth often view school as less valuable as they enter adolescence, becoming less engaged in academics over time (e.g., Eccles et al., 1993).”
BackgroundExploring the Impact of a Positive Education Program on the Wellbeing of Adolescent Girls
Ahern, M. M. (2017) · Queensland University of Technology · doi:10.5204/thesis.eprints.112197 · Cited by 2
Lerner, J. V., Bowers, E. P., Minor, K. A., Boyd, M. J., Mueller, M. K., Schmid, K. L., Napolitano, C. M., Lewin‐Bizan, S., & Lerner, R. M. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop206015 · Cited by 3
Schmidt), A. I. (., Dirk, J., & Schmiedek, F. (2020) · doi:10.31234/osf.io/ef9ch · Cited by 2
Schacter, H. L., & Juvonen, J. (2018) · doi:10.31234/osf.io/jzhe4 · Cited by 2
Laird, R. D. (2013) · Oxford University Press eBooks · doi:10.1093/obo/9780199828340-0008 · Cited by 3
Ripperger-Suhler, K. G., & Loukas, A. (2016) · Springer eBooks · doi:10.1007/978-3-319-32132-5_183-2 · Cited by 6
Learning motivation and engagement
Wang, M., Scanlon, C. L., & Henry, D. A. (2023) · Elsevier eBooks · doi:10.1016/b978-0-323-96023-6.00010-5 · Cited by 3
Learning Behaviors and Academic Performance: A Comparative StudyPreprint
Swargiary, K. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4611257 · Cited by 2
Weaving a colorful cloth: Centering education on humans’ emergent developmental potentialsPreprint
Immordino‐Yang, M. H., Nasir, N. S., Cantor, P., et al. (2023) · doi:10.31234/osf.io/qhezk · Cited by 2
Shi, Z., Cai, T., Chen, B., & Qu, Y. (2024) · Elsevier eBooks · doi:10.1016/b978-0-323-96023-6.00113-5 · Cited by 2
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
