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
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“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.”
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Items 2,601–2,626 of 2,626
Xu, J., Zhao, P., Ye, M., & Liu, Q. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1845521
“According to self-determination theory and stage–environment fit theory, students may show more adaptive development when the school environment is aligned with their needs for competence, autonomy, and relatedness (Deci and Ryan, 2000; Eccles et al., 1993; Wang and Eccles, 2013).”
Alsulaiman, M., Sharma, U., Alshalhoub, N. F., May, F., & Alqahtani, M. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1820826
“…developmental changes in peer dynamics, academic pressures, and social experiences during early adolescence, and aligns with research documenting declines in school connectedness, perceived social support, and engagement at this stage (Eccles et al., 1993; Wig(cid:277)eld and Eccles, 2000).”
A systematic review on the development of self-regulated learning
Dignath, C., van Berk, B., & Vosniadou, S. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102433 · Cited by 2
Kim, B. K., & Jeong, Y. (2026) · Journal of Adolescence · doi:10.1002/jad.70256
Su, J., Lyu, Y., Zhao, Y., Wang, Z., Wang, R., Wang, X., Zhou, Q. W., Peng, C., Li, Y., & Hu, W. (2026) · Learning and Individual Differences · doi:10.1016/j.lindif.2026.102977
Heterogeneous growth mindset trajectories in middle school: Predictors and outcomes
Gale, J., & Yu, J. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2026.102489
Social Goals: Retrospect and Prospect
King, R. B. (2026) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80686-869-820261008
Raufelder, D., Schlesier, J., Schimmelpfennig, F., & Lazarides, R. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.7360541
Krasniqi, B., Sonnenschein, S., & Stites, M. L. (2026) · Early Education and Development · doi:10.1080/10409289.2026.2720151
Changes in External Developmental Assets Across Adolescence in Low‐Income Urban Youth
Min, M. O., Yoon, M., Minnes, S., & Singer, L. T. (2026) · Social Development · doi:10.1111/sode.70092
Relationally focused school improvement planning: a multi-case study of sensemaking and design
Steenis, E. V., Sox, D., Radabaugh, S. A., et al. (2026) · Journal of Educational Change · doi:10.1007/s10833-026-09566-3
Ratner, D., Linchevski, I., Vertzberger, Y., & Leibushor, G. (2026) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2026.100226
Oyekola, A. O., & Olupona, O. A. (2023) · African Journal of Social Sciences and Humanities Research · doi:10.52589/ajsshr-lvsvfktx
Ren, X., Gao, L., Chen, X., Qi, Y., Zhang, Y., Zhang, T., & Yu, X. (2026) · Journal of Adolescence · doi:10.1002/jad.70274
From Familiarity to Futures: How Parents Shape STEM Pathways
Beek, A. E. (2026) · Journal of Research in Science Mathematics and Technology Education · doi:10.31756/jrsmte.934
Bochniarz, K. T., Jurek, P., & Atroszko, P. A. (2026) · Campbell Systematic Reviews · doi:10.1177/18911803261489509
“…(Arnett, 2000), and may encounter different configurations of academic demands and resources across educational settings (Bakker & Mostert, 2024; Eccles et al., 1993), both groups participate in structured educational activities in which persistent study-related demands may contribute to…”
Chiozza, V., Xie, M., Alves, S., Grilli, S., Presaghi, F., Perucchini, P., & Bonaiuto, M. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1913900
Pan, B., Bi, X., Liu, Z., & Ma, Y. (2026) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2026.102382
Validating the Successful Middle School Framework: A Structural Equation Modeling Approach
Pennington, S. E., Faßbender, C., Taheri, R., & Mensah, A. A. (2026) · RMLE Online · doi:10.1080/19404476.2026.2724685
“For example, Eccles’ stage–environment fit theory (Eccles et al., 1993) posits that student outcomes are optimized when the school environment aligns with adolescents’ developmental needs for autonomy, competence, and relatedness.”
Benckwitz, L., Hilz, A., Asbury, K., Guill, K., & Carstensen, B. (2026) · Learning and Individual Differences · doi:10.1016/j.lindif.2026.103005 · Cited by 1
Teke, B., & Şahin, Z. G. (2026) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-026-10728-1
“As students move from elementary to secondary school, they report less intimate and personal relationships with their teachers, a greater focus on discipline and teacher control in the classroom, and fewer chances for personal autonomy and decision-making (Eccles et al., 1993).”
Time matters: temporal concepts in developmental science
Titzmann, P. F. (2026) · European Journal of Developmental Psychology · doi:10.1080/17405629.2026.2726802
Ndomondo, E. (2026) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2026.103785
Father Absence, Onset of Menarche, and Body Dissatisfaction: Importance of Father Absence
Gartrell, S. R. (1999) · University of North Texas Digital Library (University of North Texas) · doi:10.12794/metadc277647
A School-Wide Approach To Promoting Young Adolescent Social and Behavioral Success in Middle School
Borgmeier, C. (2007) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-727-520251018
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
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