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 601–700 of 2,626

The cognitive and neurobiological effects of daily stress in adolescents
Rahdar, A., & Galván, A. (2014) · NeuroImage · doi:10.1016/j.neuroimage.2014.02.007 · Cited by 72
“Across different cultures, adolescents report having increased daily stress in the form of pressures from family (Bynner, 2000), school (Arnett, 2002), peers (Eccles et al., 1993; Hand and Furman, 2009) and romantic relationships (Kuttler and LaGreca, 2004).”
Caring in a technology-mediated online high school context
Velasquez, A., Graham, C. R., & Osguthorpe, R. D. (2013) · Distance Education · doi:10.1080/01587919.2013.770435 · Cited by 66
“Eccles et al. (1993) concluded that this may be one of the factors contributing to the decrease in student motivation during the transition between elementary and secondary education.”
Background
Adolescent interpersonal relationships, social support and loneliness in high schools: Mediation effect and gender differences
Zhang, B., Gao, Q., Fokkema, M., Alterman, V., & Liu, Q. (2015) · Social Science Research · doi:10.1016/j.ssresearch.2015.05.003 · Cited by 71
Determinants of health of North-American adolescents: Evolving definitions, recent findings, and proposed research agenda
Raphael, D. (1996) · Journal of Adolescent Health · doi:10.1016/1054-139x(95)00233-i · Cited by 64
Media multitasking and sleep problems: A longitudinal study among adolescents
van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2017.12.024 · Cited by 62
“In the current study, the 7th graders just transitioned from elementary to secondary school, which means that they experience multiple environmental changes (e.g., Eccles et al., 1993).”
Do I Fit In: Race/Ethnicity and Feelings of Belonging in School
Graham, S., Kogachi, K., & Morales‐Chicas, J. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09709-x · Cited by 83
The Protective Effects of Social Factors on the Academic Functioning of Adolescents With ADHD
Dvorsky, M. R., Langberg, J. M., Evans, S. W., & Becker, S. P. (2016) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2016.1138406 · Cited by 74
“Early adolescence and the transition to middle school is an important developmental period for all youth distinguished by multiple biological, developmental, and social changes that occur at this time (Eccles et al., 1993; Wang & Eccles, 2012).”
Background
Traditional Masculinity During the Middle School Transition: Associations with Depressive Symptoms and Academic Engagement
Rogers, A. A., DeLay, D., & Martin, C. L. (2016) · Journal of Youth and Adolescence · doi:10.1007/s10964-016-0545-8 · Cited by 74
“major developmental and ecological shifts can be a risk factor for adjustment (Eccles et al. 1993).”
Background
Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions
Ispa‐Landa, S. (2018) · Educational Researcher · doi:10.3102/0013189x18779578 · Cited by 63
“Developmentally inappropriate punishments are those that fail to meet the social, emotional, physical, and cognitive needs and strengths of students (Eccles et al., 1993; Hart, Burts, & Charlesworth, 1997).”
Background
Creating Responsive Schools: Contextualizing Early Warning, Timely Response
Dwyer, K. P., Osher, D. M., & Hoffman, C. C. (2000) · Exceptional Children · doi:10.1177/001440290006600306 · Cited by 64
Discrepancies in parents’ and adolescents’ reports on parent-adolescent communication and associations to adolescents’ psychological health
Kapetanovic, S., & Boson, K. (2020) · Current Psychology · doi:10.1007/s12144-020-00911-0 · Cited by 63
The longitudinal development of students' well‐being in adolescence: The role of perceived teacher autonomy support
Kleinkorres, R., Stang‐Rabrig, J., & McElvany, N. (2023) · Journal of Research on Adolescence · doi:10.1111/jora.12821 · Cited by 79
“Adolescence represents a crucial period of life, as it is characterized by changes on many different levels (e.g., physical, social– emotional, and cognitive; Eccles et al., 1993; Phillips, 2017; Sawyer et al., 2012).”
Influential
Different pathways towards dropout: the role of engagement in early school leaving
Lamote, C., Speybroeck, S., Noortgate, W. V. D., & Damme, J. V. (2013) · Oxford Review of Education · doi:10.1080/03054985.2013.854202 · Cited by 85
“…be that this low level of engagement had actually begun during the student’s primary education, but according to the person-environment fit theory (Eccles et al., 1993) it is also possible that the transition from primary to secondary education is responsible for this lower level of engagement.”
Background
Early adolescents' willingness to intervene: What roles do attributions, affect, coping, and self-reported victimization play?
Batanova, M., Espelage, D. L., & Rao, M. A. (2014) · Journal of School Psychology · doi:10.1016/j.jsp.2014.02.001 · Cited by 62
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Guo, J., Marsh, H. W., Parker, P. D., & Dicke, T. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.07.007 · Cited by 64
“Indeed, apart from cognitive development, school environment becomes more achievement-oriented in secondary school, which also leads to increased social comparisons and the BFLPE (Eccles et al., 1993; Hattie, 2012).”
Background
Gifted Students' Perceptions of Their Class Activities: Differences Among Rural, Urban, and Suburban Student Attitudes
Gentry, M., Rizza, M. G., & Gable, R. K. (2001) · Gifted Child Quarterly · doi:10.1177/001698620104500205 · Cited by 63
The evolution of adolescence and the adolescence of evolution: the coming of age of humans and the theory about the forces that made them
Hawley, P. H. (2011) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2010.00732.x · Cited by 62
“Nonevolutionary perspectives in fact have long recognized the dangers associated with a mismatch between adolescents’ needs and opportunities (Eccles et al., 1993), the stress associated with person – environment misfit (Hunt, 1975), the potential costs of large schools over small schools (Barker & Gump, 1964), the im…”
Background
Advances in civic engagement research
Zaff, J. F., Kawashima‐Ginsberg, K., & Lin, E. S. (2011) · Advances in child development and behavior · doi:10.1016/b978-0-12-386492-5.00011-7 · Cited by 66
Positive Youth Development and Academic Achievement in Slovenia
Kozina, A., Wiium, N., Gonzalez, J., & Dimitrova, R. (2018) · Child & Youth Care Forum · doi:10.1007/s10566-018-9457-y · Cited by 71
“During the transition period from one educational level to the other, adolescents are likely to experience difficulties in establishing new relationships and developing social support from teachers and peers (Eccles et al. 1993; Wentzel 2009).”
BackgroundResultInfluential
The Cascading Effects of Externalizing Behaviors and Academic Achievement Across Developmental Transitions: Implications for Prevention and Intervention
Okano, L., Jeon, L., Crandall, A., Powell, T. W., & Riley, A. G. (2019) · Prevention Science · doi:10.1007/s11121-019-01055-9 · Cited by 63
Reciprocal influences of victimization, perceived social preference, and self-concept in adolescence
Bellmore, A. D., & Cillessen, A. H. N. (2006) · Self and Identity · doi:10.1080/15298860600636647 · Cited by 62
Confirmation of the Factor Structure and Reliability of the ‘Adult Eating Behavior Questionnaire’ in an Adolescent Sample
Hunot‐Alexander, C., Beeken, R. J., Goodman, W., Fildes, A., Croker, H. A., Llewellyn, C. H., & Steinsbekk, S. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01991 · Cited by 73
Reconceptualizing School-Based Prevention for Antisocial Behavior Within a Resiliency Framework
Miller, G. E., Brehm, K., & Whitehouse, S. B. (1998) · School Psychology Review · doi:10.1080/02796015.1998.12085922 · Cited by 62
Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?
Georgiou, G. K., Manolitsis, G., Nurmi, J., & Parrila, R. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2009.07.001 · Cited by 63
The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging
Madriz, L. F. V., & Konishi, C. (2021) · Canadian Journal of School Psychology · doi:10.1177/08295735211034713 · Cited by 81
“concept, therefore, describes feelings of inclusion in the life and experiences of the school (Eccles et al., 1993).”
Background
The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments
Rathunde, K., & Csíkszentmihályi, M. (2005) · The Elementary School Journal · doi:10.1086/496907 · Cited by 61
“Unfortunately, young adolescents encounter many difficulties in the transition to middle school (Carnegie Council on Adolescent Development, 1989, 1995; Eccles et al., 1993; U.S. Department of Education, 1991).”
BackgroundInfluential
Collective Effects of Individual, Behavioral, and Contextual Factors on High School Students’ Future STEM Career Plans
Şahin, A., Ekmekci, A., & Waxman, H. C. (2017) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-017-9847-x · Cited by 67
The Developing Person: An Experiential Perspective
Rathunde, K., & Csíkszentmihályi, M. (2007) · Wiley eBooks · doi:10.1002/9780470147658.chpsy0109 · Cited by 86
Parents’ Degree and Style of Restrictive Mediation of Young Children’s Digital Gaming: Associations with Parental Attitudes and Perceived Child Adjustment
Petegem, S. V., de Ferrerre, E., Soenens, B., van Rooij, A. J., & LOOY, J. V. (2019) · Journal of Child and Family Studies · doi:10.1007/s10826-019-01368-x · Cited by 72
Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic
Chu, A. M. Y., Liu, C. S., So, M. K. P., & Lam, B. S. Y. (2021) · Sustainability · doi:10.3390/su13095038 · Cited by 66
“Learner motivation has been found to have association with course satisfaction [50] and achievement [51].”
Background
Longitudinal self-concept development in adolescence
van der Cruijsen, R., Blankenstein, N. E., Spaans, J., Peters, S., & Crone, E. A. (2023) · Social Cognitive and Affective Neuroscience · doi:10.1093/scan/nsac062 · Cited by 81
“One explanation could be that this is related to school transitions or choosing study directions in the second phase of Dutch high school, where adolescents are possibly more aware of their performance relative to classmates (Eccles et al., 1993; Schaffhuser et al., 2017).”
Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes
Beatson, R. M., Quach, J., Canterford, L. D., Farrow, P., Bagnall, C. L., Hockey, P., Phillips, E., Patton, G. C., Olsson, C. A., Ride, J., et al. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100553 · Cited by 90
The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement
Blank, C., & Shavit, Y. (2016) · AERA Open · doi:10.1177/2332858416653921 · Cited by 65
“Although the social environment in a classroom affects students of all ages, it may be particularly important for young adolescent students who doubt their abilities to excel at their schoolwork and decrease their effort toward academics (Anderman & Maehr, 1994; Eccles et al., 1993; Eccles & Midgley, 1989; Ryan & Patr…”
Background
Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds?
Feinstein, L., & Peck, S. C. (2008) · Journal of Social Issues · doi:10.1111/j.1540-4560.2008.00545.x · Cited by 60
“We assume that each of the observed educational pathways reflects dynamic interactions among several levels of complex personal and social systems (Eccles et al., 1993; Roeser, Peck, & Nasir, 2006).”
The Importance of Social Interaction: A New Perspective on Social Epidemiology, Social Risk Factors, and Health
Bloomberg, L., Meyers, J., & Braverman, M. T. (1994) · Health Education Quarterly · doi:10.1177/109019819402100407 · Cited by 60
Prenatal cocaine exposure, gender, and adolescent stress response: A prospective longitudinal study
Chaplin, T. M., Freiburger, M. B., Mayes, L. C., & Sinha, R. (2010) · Neurotoxicology and Teratology · doi:10.1016/j.ntt.2010.08.007 · Cited by 59
“Second, in adolescence, there are several life stressors/transitions which challenge adolescents' developing regulatory systems, including pubertal development, school transitions, and changing relationships with peers and parents (Eccles et al., 1993).”
From Parent to Child to Parent…: Paths In and Out of Problem Behavior
Bradley, R. H., & CORWYN, R. F. (2012) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-012-9692-x · Cited by 66
“Thus, we do not know whether the non-significant findings pertaining to home-based productive activity reflects increasing importance of what occurs outside the home and shifting social ties or something else (Dishion and Patterson 2006; Eccles et al. 1993; Gutman and Eccles 2007).”
Peer Influence and Context: The Interdependence of Friendship Groups, Schoolmates and Network Density in Predicting Substance Use
McGloin, J. M., Sullivan, C. J., & Thomas, K. J. (2014) · Journal of Youth and Adolescence · doi:10.1007/s10964-014-0126-7 · Cited by 59
“For example, researchers have suggested that the ‘‘storms and stresses’’ of adolescence can emerge because of a disjoint between an adolescent’s needs and his school environment (Eccles et al. 1993).”
Background
A Three‐factor Model of Teasing: The Influence of Friendship, Gender, and Topic on Expected Emotional Reactions to Teasing during Early Adolescence
Jones, D. C., Newman, J. B., & Bautista, S. (2005) · Social Development · doi:10.1111/j.1467-9507.2005.00309.x · Cited by 59
Youth belonging and cognitive engagement in organized activities: A large-scale field study
Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2013.05.001 · Cited by 70
Self-citation
Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets
Smith, E. P., Witherspoon, D. P., & Osgood, D. W. (2017) · Child Development · doi:10.1111/cdev.12870 · Cited by 59
“Youth evidence more optimal development in contexts that allow increasing amounts of engagement and responsibility (Eccles et al., 1993).”
Psychosocial resources, adolescent risk behaviour and young adult adjustment: is risk taking more dangerous for some than others?
Maggs, J. L., Frome, P. M., Eccles, J. S., & Barber, B. L. (1997) · Journal of Adolescence · doi:10.1006/jado.1996.0067 · Cited by 58
Self-citation
Five images of maturity in adolescence: what does “grown up” mean?
Tilton‐Weaver, L. C., VITUNSKI, E. T., & Galambos, N. L. (2001) · Journal of Adolescence · doi:10.1006/jado.2000.0381 · Cited by 59
The Role of Interpersonal Relationships in Student Motivation: Introduction to the Special Issue
Anderman, L. H., & Kaplan, A. (2008) · The Journal of Experimental Education · doi:10.3200/jexe.76.2.115-120 · Cited by 59
“Researchers have conducted the vast majority of research in this field with students in early adolescence in traditional school settings, partly because of the heightened importance of peer and teacher relationships in this developmental stage (Eccles et al., 1993).”
Background
Cultural Socialization and Ethnic Pride Among Mexican-Origin Adolescents During the Transition to Middle School
Hernández, M. M., Conger, R. D., Robins, R. W., Bacher, K. B., & Widaman, K. F. (2014) · Child Development · doi:10.1111/cdev.12167 · Cited by 58
“…the transition to adolescence, individuals experience potentially stressful cognitive, biological, and peer social changes, as well as contextual changes in the family (e.g., increases in parent-child conflict) and school (e.g. elementary vs middle school academic demands; Eccles et al., 1993).”
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes
Collie, R. J. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09691-w · Cited by 76
The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics
Ekmekci, A., & Serrano, D. M. (2022) · Education Sciences · doi:10.3390/educsci12100649 · Cited by 92
Qualities that Attract Urban Youth to After-School Settings and Promote Continued Participation
Strobel, K. R., Kirshner, B., O'Donoghue, J., & Mclaughlin, M. (2008) · Teachers College Record · doi:10.1177/016146810811000805 · Cited by 63
Shared Family Activities and the Transition From Childhood Into Adolescence
Crosnoe, R. L., & Trinitapoli, J. A. (2008) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2008.00549.x · Cited by 58
Effects of Perceived Support from Mothers, Fathers, and Teachers on Depressive Symptoms During the Transition to Middle School
Rueger, S. Y., Chen, P., Jenkins, L. N., & Choe, H. J. (2013) · Journal of Youth and Adolescence · doi:10.1007/s10964-013-0039-x · Cited by 58
Task-focused behaviour and literacy development: a reciprocal relationship
Hirvonen, R., Georgiou, G. K., Lerkkanen, M., Aunola, K., & Nurmi, J. (2009) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2009.01415.x · Cited by 58
“The basic idea in all these theoretical frameworks is that children’s positive self-concept and efficacy beliefs are grounded upon positive experiences in previous learning situations (Aunola et al., 2003; Eccles et al., 1993).”
Background
Healthy Youth Places promoting nutrition and physical activity
Dzewaltowski, D. A. (2002) · Health Education Research · doi:10.1093/her/17.5.541 · Cited by 59
Sources of Perceived School Connection Among Ethnically-Diverse Urban Adolescents
Ozer, E. J., Wolf, J. P., & Kong, C. (2008) · Journal of Adolescent Research · doi:10.1177/0743558408316725 · Cited by 65
“This variability in participants’ self-reported needs for personal relationships with 462 Journal of Adolescent Research adults in the school setting underscores the importance of a person-environment fit perspective on adolescents’ experiences of schooling (Eccles et al., 1993).”
Background
Organizing physics teacher professional education around productive habit development: A way to meet reform challenges
Etkina, E., Gregorcic, B., & Vokos, S. (2017) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.13.010107 · Cited by 64
Cultural Values and Behavior among African American and European American Children
Smith, E. P., Witherspoon, D. P., Bhargava, S., & Bermúdez, J. M. (2019) · Journal of Child and Family Studies · doi:10.1007/s10826-019-01367-y · Cited by 61
Adolescent user behaviors on short video application, cognitive functioning and academic performance
Xu, Z., Gao, X., Wei, J., Liu, H., & Zhang, Y. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104865 · Cited by 78
The Diffusion of Youth‐Led Participatory Research in Urban Schools: The Role of the Prevention Support System in Implementation and Sustainability
Ozer, E. J., Cantor, J., Cruz, G. W., Fox, B., Hubbard, E., & Moret, L. (2008) · American Journal of Community Psychology · doi:10.1007/s10464-008-9173-0 · Cited by 64
Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience
Pugh, K. J., Linnenbrink‐Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2010) · Cognition and Instruction · doi:10.1080/07370008.2010.490496 · Cited by 57
“Within a modern expectancy-value framework, Eccles and colleagues (Eccles, 1983; Eccles et al., 1993) conceptualize task-value as consisting of three primary components: intrinsic value, utility value, and attainment value.”
Background
A PROSPECTIVE STUDY INVESTIGATING THE LINKS AMONG CLASSROOM ENVIRONMENT, SCHOOL CONNECTEDNESS, AND DEPRESSIVE SYMPTOMS IN ADOLESCENTS
Shochet, I. M., & Smith, C. L. (2014) · Psychology in the Schools · doi:10.1002/pits.21759 · Cited by 57
Flow, Achievement Level, and Inquiry-Based Learning
Borovay, L., Shore, B. M., Caccese, C., Yang, E., & Hua, O. (2018) · Journal of Advanced Academics · doi:10.1177/1932202x18809659 · Cited by 77
Change in protective factors across adolescent development
Kim, B. E., Oesterle, S., Catalano, R. F., & Hawkins, J. D. (2015) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2015.04.006 · Cited by 57
“, family, peer, school, community) as they develop, and need to adapt to multiple transitions that occur across and within these different contexts – one of which is school transitions (Benner & Graham, 2009; Eccles, 2004; Eccles et al., 1993; Roeser, Eccles, & Sameroff, 2000).”
BackgroundResultInfluential
Identifying Adaptive Classrooms: Dimensions of the Classroom Social Environment
Patrick, H., & Ryan, A. M. (2005) · Springer eBooks · doi:10.1007/0-387-23823-9_17 · Cited by 60
Urban Adolescents' Transition to Junior High School and Protective Family Transactions
Seidman, E., Lambert, L. E., Allen, L., & Aber, J. L. (2003) · The Journal of Early Adolescence · doi:10.1177/0272431603023002003 · Cited by 57
“For self-esteem, quite often but not always, the findings have been consistent (Seidman, Aber, & French, in press): Declines in self-esteem have been found in adolescents from urban and large suburban, socioeconomically heterogeneous settings as well as in predominantly poor and racial and ethnic minority populations…”
BackgroundResultInfluential
Loneliness and Social Dissatisfaction in Turkish Adolescents
Demir, A., & Tarhan, N. (2001) · The Journal of Psychology · doi:10.1080/00223980109603684 · Cited by 55
“gence of sexuality, and psychological-developmental tasks such as separation-individuation from parents, the search for identity, and the search for intimate relationships (Eccles et al., 1993).”
Background
Authority in the classroom: adolescent autonomy, autonomy support, and teachers’ legitimacy
Graça, J., Calheiros, M. M., & Barata, M. C. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-012-0154-1 · Cited by 60
Improving the Social-Behavioral Adjustment of Adolescents: The Effectiveness of a Social Skills Group Intervention
Harrell, A. W., Mercer, S. H., & DeRosier, M. E. (2008) · Journal of Child and Family Studies · doi:10.1007/s10826-008-9241-y · Cited by 65
Academic Burnout and Motivation of Chinese Secondary Students
Zhang, X., Klassen, R. M., & Wang, Y. (2013) · International Journal of Social Science and Humanity · doi:10.7763/ijssh.2013.v3.212 · Cited by 66
Math homework: Parental help and children’s academic outcomes
Šilinskas, G., & Kikas, E. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101784 · Cited by 68
Different teachers, different relationships? Student-teacher relationships and engagement in secondary education
Roorda, D. L., Jorgensen, T. D., & Koomen, H. M. Y. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101761 · Cited by 76
The case for studying multiple contexts simultaneously
Cook, T. D. (2003) · Addiction · doi:10.1046/j.1360-0443.98.s1.11.x · Cited by 56
Adolescent Development and the Emergence of Sexuality
Petersen, A. C., Leffert, N., & Graham, B. L. (1995) · Suicide and Life-Threatening Behavior · doi:10.1111/j.1943-278x.1995.tb00485.x · Cited by 61
Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males
Effeney, G., Carroll, A., & Bahr, N. (2013) · Educational Psychology · doi:10.1080/01443410.2013.785054 · Cited by 72
“…teachers and peers are key social sources of SRL experiences, this transition to high school may be related to a temporary decline in achievement following the transition (Barone, Aguirre-Deandreis, & Trickett, 1991; Eccles et al., 1993; Lucey & Reay, 2000; Reyes, Gillock, Kobus, & Sanchez, 2000).”
Background
Problematic Situations in the Lives of Urban African American Middle School Students: A Qualitative Study
Farrell, A. D., Erwin, E. H., Allison, K. W., Meyer, A. L., Sullivan, T. N., Camou, S., Kliewer, W. L., & Esposito, L. E. (2007) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2007.00528.x · Cited by 61
Promoting Positive Youth Development in Schools
Gomez, B. J., & Ang, P. M. M. (2007) · Theory Into Practice · doi:10.1080/00405840701232752 · Cited by 55
“…tasks; and managing places within school where adolescents spend time so these places are supervised with healthy boundaries in place and have a climate of caring, support, belonging, and positive stimulation (Blum, 2002; Eccles et al., 1993; Gottfredson & Wilson, 2003; Roth et al., 1998).”
Background
Mindfulness Practices in Education: Montessori’s Approach
Lillard, A. S. (2011) · Mindfulness · doi:10.1007/s12671-011-0045-6 · Cited by 63
“As Eccles et al. (1993) have pointed out, our conventional schools have a poor person–environment fit, and mindfulness interventions help ameliorate these ill effects.”
Background
Modeling the relation between students’ implicit beliefs about their abilities and their educational STEM choices
van Aalderen-Smeets, S. I., & van der Molen, J. H. W. (2016) · International Journal of Technology and Design Education · doi:10.1007/s10798-016-9387-7 · Cited by 69
“…at high school and college level for the first time, where there is an increased focus on competition between students, on social comparison, and on the self-assessment of ability, which increasingly exposes students to setbacks, challenges, and failures (Blackwell et al. 2007; Eccles et al. 1993).”
Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes
Garbacz, S. A., Zerr, A. A., Dishion, T. J., Seeley, J. R., & Stormshak, E. A. (2017) · The Journal of Early Adolescence · doi:10.1177/0272431616687670 · Cited by 69
“Adolescents in middle school navigate a period of time in their lives characterized by biological, social, and environmental changes (Eccles, 1999; Eccles et al., 1993; Erikson, 1963; Steinberg & Morris, 2001).”
Background
Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school
Quin, D., Hemphill, S. A., & Heerde, J. A. (2017) · Social Psychology of Education · doi:10.1007/s11218-017-9401-2 · Cited by 69
“Self-determination theory and stage environment fit assert that the classroom teacher plays a central role in creating a good fit between the student and school (Eccles et al. 1993; Ryan and Deci 2000).”
Background
Engaging Children in the Upper Elementary Grades: Unique Contributions of Teacher Self-Efficacy, Autonomy Support, and Student-Teacher Relationships
Zee, M., & Koomen, H. M. Y. (2019) · Journal of Research in Childhood Education · doi:10.1080/02568543.2019.1701589 · Cited by 60
“…their school career highly engaged with learning opportunities, their engagement, effort, and interest in school have been demonstrated to gradually decline over the course of elementary school (Eccles, Wigfield, et al., 1993; Eccles & Midgley, 1990; Fredricks & Eccles, 2002; Wang & Eccles, 2013).”
Influential
Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study
Engels, M., Pakarinen, E., Lerkkanen, M., & Verschueren, K. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.07.012 · Cited by 76
Mother-Child Dyadic Synchrony in European American and African American Families during Early Adolescence: Relations with Self-Esteem and Prosocial Behavior
Lindsey, E. W., Colwell, M. J., Frabutt, J. M., et al. (2008) · Merrill-palmer Quarterly · doi:10.1353/mpq.0.0003 · Cited by 54
“In a similar vein, stage-environment fit models of adolescent adjustment (e.g., Chu & Powers 1995; Eccles et al., 1993) propose that synchronicity of adolescent-parent interactions and expectations is a key factor in promoting positive outcomes during the transition to adolescence.”
Background
Fostering middle school students’ autonomy to support motivation and engagement
Alley, K. M. (2019) · Middle School Journal · doi:10.1080/00940771.2019.1603801 · Cited by 62
Physical aggression toward teachers: Antecedents, behaviors, and consequences
McMahon, S. D., Peist, E. A., Davis, J., Bare, K. M., Martinez, A., Reddy, L. A., Espelage, D. L., & Anderman, E. M. (2019) · Aggressive Behavior · doi:10.1002/ab.21870 · Cited by 54
Teaching practices and student engagement in early adolescence: A longitudinal study using the Classroom Assessment Scoring System
McKellar, S. E., Cortina, K. S., & Ryan, A. M. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102936 · Cited by 72
Multiple and multi-dimensional educational and life transitions: conceptualization, theorization and XII pillars of transitions
Jindal‐Snape, D. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.14060-6 · Cited by 65
Hypermaturity and Immaturity of Personality Profiles in Adolescents
Klimstra, T. A., Hale, W. W., Raaijmakers, Q. A. W., & Meeus, W. (2011) · European Journal of Personality · doi:10.1002/per.825 · Cited by 55
Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes
Collie, R. J. (2021) · Educational Psychology · doi:10.1080/01443410.2021.1994127 · Cited by 70
Are Middle Schools Harmful? The Role of Transition Timing, Classroom Quality and School Characteristics
Holas, I., & Huston, A. C. (2011) · Journal of Youth and Adolescence · doi:10.1007/s10964-011-9732-9 · Cited by 54
“Some of the proposed reasons for this difference are lowered quality of classroom instruction and teacher-student interaction, school size, and school heterogeneity (e.g., Eccles 2004).”
BackgroundInfluential
Peer Context of Mathematics Classroom Belonging in Early Adolescence
Hamm, J. V., & Faircloth, B. S. (2005) · The Journal of Early Adolescence · doi:10.1177/0272431605276932 · Cited by 53
Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement?
Olivier, É., Archambault, I., & Dupéré, V. (2018) · Journal of School Psychology · doi:10.1016/j.jsp.2018.05.006 · Cited by 53
School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator Among African American Adolescents
Toro, J. D., & Wang, M. (2020) · Child Development · doi:10.1111/cdev.13467 · Cited by 58
The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation
Baroody, A. E., Rimm-Kaufman, S., Larsen, R., & Curby, T. W. (2014) · School Psychology Review · doi:10.1080/02796015.2014.12087455 · Cited by 48
“Ignoring the quality of classroom interactions may lead to negative outcomes for both students (e.g., disengagement, poor school achievement; Eccles et al., 1993) and teachers (e.”
Background
Children's Expectancies and Perceptions of Adults: Effects on Rapport
Gurland, S. T., & Grolnick, W. S. (2003) · Child Development · doi:10.1111/1467-8624.00602 · Cited by 52
“them toward particular agendas and overriding or redirecting their initiations (Deci & Ryan, 1985; Eccles et al., 1993).”
Background
Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents
Hamm, J. V., Schmid, L., Farmer, T. W., & Locke, B. (2010) · The Journal of Early Adolescence · doi:10.1177/0272431610384486 · Cited by 54
“, Farmer, Xie, Cairns, & Hutchins, 2007) and academic deterioration (Eccles et al., 1993).”
BackgroundInfluential
Homework Expectancy Value Scale for high school students: Measurement invariance and latent mean differences across gender and grade level
Xu, J. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.10.003 · Cited by 60
Agency and Structure in Human Development
Eccles, J. S. (2008) · Research in Human Development · doi:10.1080/15427600802493973 · Cited by 52
Self-citation
Contributions to variations in academic trajectories amongst recent immigrant youth
Suárez‐Orozco, C., Bang, H. J., & Onaga, M. (2010) · International Journal of Behavioral Development · doi:10.1177/0165025409360304 · Cited by 52
“…and precipitous decliners can in part be attributed to the particularly poor quality of the schools they attended, which did little to foster engagement in their students and possibly motivated transfers to other schools, augmenting their academic risk (Eccles et al., 1993; Orfield & Lee, 2006).”
Background
Think Positive? Examining the Impact of Optimism on Academic Achievement in Early Adolescents
Tetzner, J., & Becker, M. (2017) · Journal of Personality · doi:10.1111/jopy.12312 · Cited by 58
“Adolescence is an especially demanding life period that presents a wide range of adjustment-related challenges in salient developmental domains such as adolescents’ performance at school or their self-esteem (e.g., Eccles et al., 1993; Harter, 2012; Masten, Obradović, & Burt, 2006).”
Background
Latent difference score modeling: A flexible approach for studying informant discrepancies.
de Haan, A. D., Prinzie, P., Sentse, M., & Jongerling, J. (2017) · Psychological Assessment · doi:10.1037/pas0000480 · Cited by 52
“These findings are further in line with existing work showing that there is a temporary increase in family conflict during the early adolescent years (see, Eccles et al., 1993).”
Result
Profiles of language learning motivation: Are new and own languages different?
Oga-Baldwin, W. L. Q., & Fryer, L. K. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101852 · Cited by 58
“Results further showed general within-subject stability across the year; as with other research on secondary schools (Eccles et al., 1993), most students who changed profiles went toward lower motivation.”

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