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

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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

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“Particularly during early adolescence, students often look to non-parental adults for social bonds, yet as they transition into middle school, their teacher–student relationships tend to be less personal and less positive (Eccles et al., 1993).”
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“Interestingly, research has also noted that math self-concept declines from childhood to adolescence (Eccles et al. 1993; Marsh 1989; Wigfield et al. 1997).”
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“Consistent with previous research suggesting that students’ academic motivation and engagement tend to decline during adolescence (Eccles et al., 1993; Ryan & Patrick, 2001), the results of the final multi-level models (as shown in Tables 2 and 3) indicated that both behavioral and emotional engagement demonstrated cu…”
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“* Developmental needs of young people, such as making important decisions, taking on new roles and responsibilities, forming caring relationships with peers and adults are met through increased responsibilities in planning-for-purpose (Eccles et al., 1993).”
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“Research on the ABCDEs of youth development (see Table 1 for definitions) aligns with other research that has identified similar factors for adolescents to remain motivated in school and to achieve academic success (Eccles et al., 1993; Goodenow, 1993; Roeser, Midgley, & Urdan, 1996; Stinson, 1993).”
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“Stage-environment fit theorists (Eccles & Midgley, 1989) argue that, particularly during adolescence, when students experience heightened needs for autonomy and for social relations with adults outside of the family, students’ move from the relatively intimate and supportive elementary school environment to the large…”
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“stage–environment fit perspective (Eccles et al., 1991; Eccles et al., 1993).”
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“For example, the needs of young children for competence and social connectedness are qualitatively different from those of adolescents (Eccles & Midgley, 1988; Eccles et al., 1993).”
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“Second, given our control of gender, age, and self-esteem, future research should consider including other relevant control variables such as family dynamics (Eccles et al., 1993).”
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“Although these aspects of academic engagement are ultimately expected to promote future academic success (Eccles et al., 1993; Skinner et al., 1990), research has shown that immigrant youth may have reduced academic achievement (e.”
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“Research has also consistently shown the importance of both motivation and confidence in one’s ability to succeed for the educational engagement and success of students (e.g., Chemers, Hu, & Garcia, 2001; Eccles et al., 1993).”
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“In this context, our results support the theoretical assumptions about the relevance of the environment for children’s and adolescents’ well-being (Eccles et al., 1993).”
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Change and stability in children’s social network and self-perceptions during transition from elementary to junior high school
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“…must also integrate into a new, larger, and more complex social environment, and form satisfying social relationships with new friends while coping with the loss of some of their elementary school friends (Berndt & Hawkins, 1987; Eccles & Midgley, 1989; Eccles et al., 1993; Hirsch & Dubois, 1989).”
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“Schools play a vital role in shaping childhood and adolescent development and have great potential to promote health, including mental health (Eccles et al. 1993; Weare 2000; Weare and Markham 2005).”
Background
Testing the Causal Links Between School Climate, School Violence, and School Academic Performance
Benbenishty, R., Astor, R. A., Roziner, I., & Wrabel, S. L. (2016) · Educational Researcher · doi:10.3102/0013189x16644603 · Cited by 143
“Whereas the social and emotional components of school climate are often perceived as more important in elementary and middle schools, academic performance is a more central mission of high schools (Astor, Benbenishty, Zeira, & Vinokur, 2002; Benbenishty, Astor, Zeira, & Vinokur, 2002; Eccles et al., 1993; Wigfield & E…”
Background
Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks
Brandt, N. D., Lechner, C. M., Tetzner, J., & Rammstedt, B. (2019) · Journal of Personality · doi:10.1111/jopy.12482 · Cited by 142
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback
Koenka, A. C., Linnenbrink‐Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. M. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1659939 · Cited by 168
Reducing Academic Achievement Gaps: The Role of Community Service and Service-Learning
Scales, P. C., Roehlkepartain, E. C., Neal, M., Kielsmeier, J. C., & Benson, P. (2006) · Journal of Experiential Education · doi:10.1177/105382590602900105 · Cited by 138
“The central assumptions of this approach are: (a) restructuring the school experience to provide a better "fit" with the developmental needs of children and adolescents will lead to greater achievement for all (Eccles et al., 1993); and (b) all elements of the young person's environment (family, school, peers, and com…”
Background
Intrinsic Motivation and Engagement as “Active Ingredients” in Garden-Based Education: Examining Models and Measures Derived From Self-Determination Theory
Skinner, E. A., Chi, U., & As, T. L.-G. E. (2011) · The Journal of Environmental Education · doi:10.1080/00958964.2011.596856 · Cited by 140
“This supports autonomy, a need that is increasingly important and increasingly undermined by schooling as students approach adolescence (Eccles et al., 1993).”
Background
Self‐Esteem
Donnellan, M. B., Trzesniewski, K. H., & Robins, R. W. (2011) · Wiley eBooks · doi:10.1002/9781444343120.ch28 · Cited by 143
How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition
Gutman, L. M. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2005.01.004 · Cited by 139
A situative turn in the conversation on motivation theories
Nolen, S. B. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101866 · Cited by 163
Meta-lay theories of scientific potential drive underrepresented students’ sense of belonging to science, technology, engineering, and mathematics (STEM).
Rattan, A., Savani, K., Komarraju, M., Morrison, M. M., Boggs, C. L., & Ambady, N. (2018) · Journal of Personality and Social Psychology · doi:10.1037/pspi0000130 · Cited by 150
The Effect of Family Communication Patterns on Adopted Adolescent Adjustment
Rueter, M. A., & Koerner, A. F. (2008) · Journal of Marriage and the Family · doi:10.1111/j.1741-3737.2008.00516.x · Cited by 137
Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains
Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.10.003 · Cited by 136
Self-citation
The development of social and emotional competence at school: An integrated model
Collie, R. J. (2019) · International Journal of Behavioral Development · doi:10.1177/0165025419851864 · Cited by 198
What Do Adolescents Need for Healthy Development? Implications for Youth Policy
Roth, J. L., & Jeanne Brooks-gunn, B. (2000) · Child Policy Nexus · doi:10.1002/j.2379-3988.2000.tb00012.x · Cited by 136
Developmental factors in the treatment on adolescents.
Weisz, J. R., & Hawley, K. M. (2002) · Journal of Consulting and Clinical Psychology · doi:10.1037//0022-006x.70.1.21 · Cited by 202
“Because so much developmental action takes place in the school, and because school can be a source of threat and stress in adolescence (see, e.g., Eccles et al., 1993; Simmons & Blyth, 1987), therapeutic interventions that ignore the school context risk overlooking vital developmental events.”
Background
Reexamining Roles of Learner, Text, and Context in Secondary Literacy
Moje, E. B., Dillon, D. R., & O’Brien, D. (2000) · The Journal of Educational Research · doi:10.1080/00220670009598705 · Cited by 140
“The need to construct an identity independent of parents and family and to become part of a group is a well-documented aspect of adolescence (cf. Eccles et al., 1993).”
Background
Parental Involvement, Family Structure, and Adolescent Sexual Decision Making
Pearson, J., Muller, C., & Frisco, M. L. (2006) · Sociological Perspectives · doi:10.1525/sop.2006.49.1.67 · Cited by 136
“Because previous research indicates that parental involvement varies by student’s grade level (Eccles et al. 1993), we controlled on this measure rather than on age.”
Middle school students’ perceptions of quality of life
Huebner, E. S., Valois, R. F., Paxton, R. J., & Drane, J. W. (2005) · Journal of Happiness Studies · doi:10.1007/s10902-004-1170-x · Cited by 146
Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior
Leondari, A., & Gialamas, V. (2002) · Psychology in the Schools · doi:10.1002/pits.10035 · Cited by 152

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

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

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