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 801–900 of 2,626

School Belonging, Generational Status, and Socioeconomic Effects on Mexican‐Origin Children's Later Academic Competence and Expectations
Hernández, M. M., Robins, R. W., Widaman, K. F., & Conger, R. D. (2014) · Journal of Research on Adolescence · doi:10.1111/jora.12188 · Cited by 41
“In general school belonging and academic competence declined, replicating previous work (Anderman, 2003; Eccles et al., 1993; Espinoza & Juvonen, 2011).”
BackgroundResultInfluential
Nonparental Adults as Asset Builders in the Lives of Youth
Rhodes, J. E., & Roffman, J. G. (2003) · Springer eBooks · doi:10.1007/978-1-4615-0091-9_8 · Cited by 41
Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers
Wang, Z., Borriello, G. A., Oh, W., Lukowski, S. L., & Malanchini, M. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.102016 · Cited by 40
Students' perceptions and outcome of teacher feedback: a systematic review
Brandmo, C., & Gamlem, S. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1572950 · Cited by 86
Inequalities in school climate in California
Jain, S., Cohen, A. K., Huang, K. X. D., Hanson, T., & Austin, G. J. (2015) · Journal of Educational Administration · doi:10.1108/jea-07-2013-0075 · Cited by 45
Interactions Among Domain-Specific Expectancies, Values, and Gender: Predictors of Test Anxiety During Early Adolescence
Selkirk, L. C., Bouchey, H. A., & Eccles, J. S. (2010) · The Journal of Early Adolescence · doi:10.1177/0272431610363156 · Cited by 41
Self-citation
Diffusion of School-Based Prevention Programs in Two Urban Districts: Adaptations, Rationales, and Suggestions for Change
Ozer, E. J., Wanis, M. G., & Bazell, N. (2009) · Prevention Science · doi:10.1007/s11121-009-0148-7 · Cited by 42
“It is also important to note that eliciting and responding to teenagers’ perspectives on programs where feasible could provide benefits because control is particularly salient for motivation in adolescence (Eccles et al. 1993).”
Background
Promoting students’ self-determined motivation in maths: results of a 1-year classroom intervention
Brandenberger, C., Hagenauer, G., & Hascher, T. (2017) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0336-y · Cited by 50
Enhancing the College Student Experience: Outcomes of a Leisure Education Program
Jordan, K. A., Gagnon, R. J., Anderson, D. M., & Pilcher, J. J. (2018) · Journal of Experiential Education · doi:10.1177/1053825917751508 · Cited by 41
“Furthermore, as IHEs move forward in meeting college student’s developmental needs, it is important to recognize how leisure education programming can contribute to student–institution fit (Bowman & Denson, 2014) and even stage–environment fit (Eccles et al., 1993).”
Background
School climate and physical adolescent relationship abuse: Differences by sex, socioeconomic status, and bullying
Jain, S., Cohen, A. K., Paglisotti, T., Subramanyam, M. A., Chopel, A., & Miller, E. P. (2018) · Journal of Adolescence · doi:10.1016/j.adolescence.2018.05.001 · Cited by 54
The Role of Perceived Social Support as a Contributor to the Successful Transition from Primary to Lower Secondary School
Virtanen, T. E., Vasalampi, K., Kiuru, N. H., Lerkkanen, M., & Poikkeus, A. (2019) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2019.1639816 · Cited by 43
Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals
Lee, Y., & Seo, E. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101800 · Cited by 46
The Impact of the COVID-19 Pandemic on the Anxiety of Adolescents in Québec
Lane, J., Therriault, D., Dupuis, A., Gosselin, P., Smith, J., Ziam, S., Roy, M., Roberge, P., Drapeau, M., Morin, P., et al. (2021) · Child and Youth Care Forum · doi:10.1007/s10566-021-09655-9 · Cited by 30
The Optimal Context for Gifted Students: A Preliminary Exploration of Motivational and Affective Considerations
Hoekman, K., McCormick, J., & Gross, M. U. M. (1999) · Gifted Child Quarterly · doi:10.1177/001698629904300304 · Cited by 42
Dating, sex, and substance use as correlates of adolescents’ subjective experience of age
Arbeau, K. J., Galambos, N. L., & Jansson, S. M. (2006) · Journal of Adolescence · doi:10.1016/j.adolescence.2006.04.006 · Cited by 40
The transition from elementary to high school: The pivotal role of mother and child characteristics in explaining trajectories of academic functioning
Duchesne, S., Larose, S., Guay, F., Vitaro, F., & Tremblay, R. E. (2005) · International Journal of Behavioral Development · doi:10.1177/01650250500206067 · Cited by 43
“Contrary to studies that reported a decline in academic functioning during the high school transition (Eccles et al., 1993; Simmons & Blyth, 1987), this result suggests that the academic functioning of most students takes shape very early on in their school years and seems to resist change in school organisation.”
BackgroundResult
Action-control beliefs and behaviors as predictors of change in adjustment across the transition to middle school
Vanlede, M., Little, T. D., & Card, N. A. (2006) · Anxiety Stress & Coping · doi:10.1080/10615800600632896 · Cited by 40
“…to the stressfulness of the middle school transition and to its ‘‘developmental mismatch’’ (i.e., in that it fails to meet adolescents’ developmental needs; see for example: Eccles et al., 1993; Feldlaufer, Midgley, & Eccles, 1988; Midgley, Middleton, Gheen, & Kumar, 2002; Simmons & Blyth, 1987).”
Background
A YRBS Survey of Youth Risk Behaviors at Alternative High Schools and Mainstream High Schools in Hong Kong
Lee, A., Tsang, C. K. K., Lee, S., & To, C. (2001) · Journal of School Health · doi:10.1111/j.1746-1561.2001.tb07321.x · Cited by 40
Special Issues in Reforming Middle Level Schools
Urdan, T., Midgley, C., & Wood, S. (1995) · The Journal of Early Adolescence · doi:10.1177/0272431695015001003 · Cited by 40
Self-citation
Developmental psychopathology in adolescence: findings from a Swiss study – the NAPE Lecture 2005
Steinhausen, H. ‐. (2005) · Acta Psychiatrica Scandinavica · doi:10.1111/j.1600-0447.2005.00706.x · Cited by 39
“by the provision of various amounts of autonomy (10).”
Background
Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience
Kuldas, S., Hashim, S., & Ismail, H. N. (2014) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2014.973890 · Cited by 50
“Although this hectic period is not necessarily universal and inevitable (Eccles et al., 1993), many Malaysian adolescent students suffer from such challenges in one way or another.”
Background
Changes in self-esteem across the first year in college: the role of achievement goals
Shim, S. S., Ryan, A. M., & Cassady, J. (2012) · Educational Psychology · doi:10.1080/01443410.2011.627837 · Cited by 37
Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement
Madjar, N., & Chohat, R. (2016) · Educational Psychology · doi:10.1080/01443410.2016.1179265 · Cited by 39
“environment fit theory, which posits that school transitions frequently coincide with crucial physical and psychological developmental stages (Eccles & Roeser, 2009; Eccles et al., 1993).”
Background
Schoolwide Free Meals and Student Discipline: Effects of the Community Eligibility Provision
Gordon, N., & Ruffini, K. (2019) · Education Finance and Policy · doi:10.1162/edfp_a_00307 · Cited by 40
“Meanwhile, developmental psychologists have long flagged the gap between the developmental needs of young adolescents and many aspects of the middle school environment (see, e.g., Eccles et al. 2016).”
Background
Adolescent students’ digital engagement and achievement goal orientation profiles
Mädamürk, K., Tuominen, H., Hietajärvi, L., & Salmela‐Aro, K. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104058 · Cited by 48
Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation.
Umarji, O., Dicke, A.-L., Safavian, N., Karabenick, S., & Eccles, J. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2020.12.004 · Cited by 31
Self-citation
School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach
de gaer, E. V., Fraine, B. D., Pustjens, H., et al. (2009) · School Effectiveness and School Improvement · doi:10.1080/09243450902883920 · Cited by 39
“However, Eccles et al. (1993) stress that the decline in early adolescence is not only age related but that it results from a mismatch between the adolescents’ needs and the opportunities offered to them in school.”
Background
Education-related goal appraisals and self-esteem during the transition to secondary education: A longitudinal study
Vasalampi, K., Salmela‐Aro, K., & Nurmi, J. (2010) · International Journal of Behavioral Development · doi:10.1177/0165025409359888 · Cited by 45
“Third, as suggested by Eccles (Eccles et al., 1993), adolescents are moving to a school form that is in accordance with their academic skills.”
BackgroundResult
Change and reciprocity in adolescent aggressive and rule-breaking behaviors and parental support and dysfunctional discipline
de Haan, A. D., Prinzie, P., & Deković, M. (2012) · Development and Psychopathology · doi:10.1017/s0954579411000848 · Cited by 38
“Negative strategies of control, which are characterized by high power assertion, intrusiveness, overinvolvement, or overreactive behavior, are likely to be unsupportive of autonomy in the child and thus may be particularly problematic, resulting in a poor fit between the adolescent’s developmental stage and the parent…”
Background
Contextual assessment of problematic situations identified by insulin pump using adolescents and their parents.
Berlin, K. S., Davies, W. H., Mano, K. E. J., Hains, A. A., Parton, E. A., & Alemzadeh, R. (2006) · Families Systems & Health · doi:10.1037/1091-7527.24.1.33 · Cited by 40
Associating Parental to Child Psychological Symptoms
Fanti, K. A., Panayiotou, G., & Fanti, S. (2012) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426611432171 · Cited by 39
“Adolescence comes not only with a number of social changes, in the family, school, and peer context, but also with changes in the individual, such as increases in behavioral and emotional problems (Eccles et al., 1993; Fanti et al., 2008; Steinberg & Morris, 2001).”
Background
Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention Across Middle School Settings
Bruhn, A. L., Woods‐Groves, S., Fernando, J., et al. (2017) · Behavioral Disorders · doi:10.1177/0198742917691534 · Cited by 39
“Students are expected to make more transitions from class to class, and, because of this, they may have fewer personal connections with adults (Eccles et al., 1993).”
Background
Influence of Family Processes, Motivation, and Beliefs About Intelligence on Creative Problem Solving of Scientifically Talented Individuals
Cho, S., & Lin, C.-Y. (2010) · Roeper Review · doi:10.1080/02783193.2011.530206 · Cited by 38
THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER-STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF-REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?
Raufelder, D., Scherber, S., & Wood, M. A. (2016) · Psychology in the Schools · doi:10.1002/pits.21937 · Cited by 60
School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations
Camacho, T. C., Medina, M. A., Rivas‐Drake, D., & Jagers, R. J. (2017) · Journal of Community & Applied Social Psychology · doi:10.1002/casp.2338 · Cited by 39
Perceptions of mindful teaching are associated with longitudinal change in adolescents’ mindfulness and compassion
Colaianne, B. A., Galla, B. M., & Roeser, R. W. (2019) · International Journal of Behavioral Development · doi:10.1177/0165025419870864 · Cited by 37
“In short, such settings are hypothesized to provide a “developmental fit” with adolescents’ changing needs that conduces toward motivation, learning, and wellbeing (Eccles et al., 1993).”
Background
EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE
Jeong, J. S., González‐Gómez, D., Conde-Núñez, M. C., & Gallego-Picó, A. (2019) · Journal of Baltic Science Education · doi:10.33225/jbse/19.18.880 · Cited by 38
“…flipped-classroom, sustainable education, study approach. https://doi.org/10.33225/jbse/19.18.880 881 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ heightening various classroom activities and key developmental tasks of students’ learning in science course (Eccles et al., 1993; Reeve, 2013).”
BackgroundInfluential
Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour
McIntyre, N. A., Mulder, K., & Mainhard, T. (2020) · Social Psychology of Education · doi:10.1007/s11218-019-09541-2 · Cited by 40
Identifying profiles of students’ school climate perceptions using PISA 2015 data
Rohatgi, A., & Scherer, R. (2020) · Large-scale Assessments in Education · doi:10.1186/s40536-020-00083-0 · Cited by 48
Transitioning to High School: Issues and Challenges for African American Students
Holcomb‐McCoy, C. C. (2007) · Professional School Counseling · doi:10.5330/prsc.10.3.t786743452x51lk2 · Cited by 39
“, 1993), which can in turn create a more impersonal school climate (Eccles et al., 1993) and increased numbers of students not attending school, failing, or dropping out (Croninger & Lee, 2001).”
Looking in on the Children: Using Developmental Psychology as a Tool for Hypothesis Testing and Model Building in Social Psychology
Pomerantz, E. M., & Newman, L. S. (2000) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0404_2 · Cited by 38
Ecological Predictors and Trajectory of Internet Addiction from Childhood through Adolescence: A Nationally Representative Longitudinal Study
Hsieh, Y., Hwa, H., Shen, A. C., Wei, H.-S., Feng, J., & Huang, C. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18126253 · Cited by 39
Prevention of depression and anxiety symptoms in adolescents: 42 and 54 months follow-up of the Aussie Optimism Program-Positive Thinking Skills
Johnstone, J., Rooney, R. M., Hassan, S., & Kane, R. T. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00364 · Cited by 41
“Eccles et al. (1993) added that the transition to high school can exacerbate psychological vulnerabilities due to the increased focus on performance comparisons amongst students – both academically and socially – at a developmental period when adolescents are very self-conscious.”
BackgroundMethodInfluential
Trajectories of Life Satisfaction During Middle School: Relations to Developmental‐Ecological Microsystems and Student Functioning
Tolan, P. H., & Larsen, R. (2014) · Journal of Research on Adolescence · doi:10.1111/jora.12156 · Cited by 37
Early Predictors of School Performance Declines at School Transition Points
Malaspina, D., & Rimm‐Kaufman, S. E. (2008) · RMLE Online · doi:10.1080/19404476.2008.11462052 · Cited by 37
Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school
Madjar, N., Cohen, V., & Shoval, G. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1341623 · Cited by 45
“These findings align with the notion that the transition is more adaptive if contextual characteristics fit students’ psychological needs (Eccles & Roeser, 2011; Eccles et al., 1993; Froiland, Davison, & Worrell, 2016).”
The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence
Bakadorova, O., & Raufelder, D. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.02171 · Cited by 43
Perceived Classroom Interaction, Goal Orientation and Their Association with Social and Academic Learning Outcomes
Lerang, M. S., Ertesvåg, S. K., & Havik, T. (2018) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2018.1466358 · Cited by 37
General or Vocational Education? The Role of Vocational Interests in Educational Decisions at the End of Compulsory School in Switzerland
Jüttler, A., Schumann, S., Neuenschwander, M., & Hofmann, J. (2020) · Vocations and Learning · doi:10.1007/s12186-020-09256-y · Cited by 34
Need for Cognition and its relation to academic achievement in different learning environments
Colling, J., Wollschläger, R., Keller, U., Preckel, F., & Fischbach, A. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102110 · Cited by 41
The Development and Consequences of Stereotype Vulnerability in Adolescents
Aronson, J. M., & Good, C. (2002) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-554-720251012 · Cited by 37
Dynamic Relations Between Parents' Behaviors and Children's Motivational Beliefs in Sports and Music
Simpkins, S., Vest, A., Dawes, N., & Neuman, K. I. (2010) · Parenting · doi:10.1080/15295190903212638 · Cited by 30
Research With Latino Early Adolescents
Umaña‐Taylor, A. J. (2008) · The Journal of Early Adolescence · doi:10.1177/0272431608324481 · Cited by 44
“…early adolescence as a particularly vulnerable period during which time youth are at increased risk for poor adjustment, including school dropout (Eccles et al., 1993), it is essential to study processes associated with Latino adolescents’ academic outcomes during early adolescence in order to…”
Background
Self-Determined Choices and Consequences: The Relationship Between Basic Psychological Needs Satisfactions and Aggression in Late Adolescents
Kuzucu, Y., & Şimşek, Ö. (2013) · The Journal of general psychology · doi:10.1080/00221309.2013.771607 · Cited by 25
Adolescents With and Without LD Make the Transition to Middle School
Forgan, J. W., & Vaughn, S. R. (2000) · Journal of Learning Disabilities · doi:10.1177/002221940003300107 · Cited by 37
Student Involvement and Data-Driven Decision Making: Developing a New Typology
Kennedy, B. L., & Datnow, A. (2011) · Youth & Society · doi:10.1177/0044118x10388219 · Cited by 37
Mexican American Children's Perceptions of Self and School Achievement
Okagaki, L., Frensch, P. A., & Dodson, N. E. (1996) · Hispanic Journal of Behavioral Sciences · doi:10.1177/07399863960184003 · Cited by 37
Quality over quantity: A transactional model of social withdrawal and friendship development in late adolescence
Barzeva, S., Richards, J., Veenstra, R., Meeus, W., & Oldehinkel, A. (2021) · Social development (Oxford. Print) · doi:10.1111/sode.12530 · Cited by 31
“In other words, the way withdrawn adolescents initiate and maintain friendships in the context of one educational programmay carry over to the next educational program because the two social contexts are very similar (Eccles et al., 1993; Gazelle & Faldowski, 2019).”
BackgroundInfluential
Elementary School Students’ Subjective Well-Being Before and During the COVID-19 Pandemic: A Longitudinal Study
Steinmayr, R., Paschke, P., & Wirthwein, L. (2022) · Journal of Happiness Studies · doi:10.1007/s10902-022-00537-y · Cited by 48
Place-Based Developmental Research: Conceptual and Methodological Advances in Studying Youth Development in Context
Witherspoon, D. P., White, R. M. B., Bámaca‐Colbert, M. Y., Browning, C. R., Leech, T. G. J., Leventhal, T., Matthews, S. A., Pinchak, N. P., Roy, A. L., Sugie, N. F., et al. (2023) · Monographs of the Society for Research in Child Development · doi:10.1111/mono.12472 · Cited by 41
The Effects of Contextual and Personal Factors on Young Adolescents’ Social Goals
Kiefer, S. M., Matthews, Y. T., Montesino, M., Arango, L., & Preece, K. K. (2012) · The Journal of Experimental Education · doi:10.1080/00220973.2011.630046 · Cited by 41
Teacher-child relationships and friendships and peer victimization across the school year
Serdiouk, M., Berry, D. J., & Gest, S. D. (2016) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2016.08.001 · Cited by 36
Bolstering trust and reducing discipline incidents at a diverse middle school: How self-affirmation affects behavioral conduct during the transition to adolescence
Binning, K. R., Cook, J., Greenaway, V. P., Garcia, J., Chen, S., Apfel, N. H., Sherman, D. K., & Cohen, G. L. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.07.007 · Cited by 42
The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation
Uka, A., & Uka, A. (2020) · Sustainability · doi:10.3390/su12208519 · Cited by 49
Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination
Oczlon, S., Bardach, L., & Lüftenegger, M. (2021) · New Directions for Child and Adolescent Development · doi:10.1002/cad.20412 · Cited by 38
Why is Self-Esteem Higher Among American than Chinese Early Adolescents? The Role of Psychologically Controlling Parenting
Chen, H., Ng, J., & Pomerantz, E. M. (2021) · Journal of Youth and Adolescence · doi:10.1007/s10964-021-01474-4 · Cited by 38
The influence of corporate social responsibility on students' emotional appeal in the HEIs : The mediating effect of reputation and corporate image
Ruiz, M. D. A., Martínez, E., & Jaén, J. M. S. (2021) · Corporate Social Responsibility and Environmental Management · doi:10.1002/csr.2221 · Cited by 37
The most salient global predictors of adolescents’ subjective Well-Being: parental support, peer support, and anxiety
Wu, Y.-J., & Lee, J. (2022) · Child Indicators Research · doi:10.1007/s12187-022-09937-1 · Cited by 53
“From the development perspective, it is known that adolescents’ desire to gain autonomy and independence from adult figures is one of their critical developmental tasks (Eccles et al., 1993; Gutman & Eccles, 2007).”
Background
The Role of Social Identity Complexity in Inter‐group Attitudes Among Young Adolescents
Knifsend, C. A., & Juvonen, J. (2012) · Social Development · doi:10.1111/j.1467-9507.2012.00672.x · Cited by 36
Tell the Teacher or Tell the Bully off: Children's Strategy Production for Bystanders to Bullying
Rock, P. F., & Baird, J. A. (2011) · Social Development · doi:10.1111/j.1467-9507.2011.00627.x · Cited by 36
A qualitative analysis of individual interest in middle school physical education: perspectives of early-adolescents
Garn, A. C., Cothran, D. J., & Jenkins, J. M. (2011) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2010.532783 · Cited by 37
Issues of Stability and Change in Interest Development
Tracey, T. J. G., & Sodano, S. M. (2008) · The Career Development Quarterly · doi:10.1002/j.2161-0045.2008.tb00165.x · Cited by 36
The prospective relationship between child personality and perceived parenting: Mediation by parental sense of competence
Egberts, M. R., Prinzie, P., Deković, M., de Haan, A. D., & van den Akker, A. L. (2015) · Personality and Individual Differences · doi:10.1016/j.paid.2014.12.046 · Cited by 45
“Parents who feel competent as parents are apt to be those who are most engaged in promotive parenting strategies (Eccles et al., 1993).”
Motivation
Schiefele, U., & Schaffner, E. (2014) · Springer-Lehrbuch · doi:10.1007/978-3-642-41291-2_7 · Cited by 36
School Culture, Teacher Regard, And Academic Aspirations Among Middle School Students
McCollum, E. C., & Yoder, N. P. (2011) · Middle Grades Research Journal · doi:10.1108/mgrj-06-2011-0002 · Cited by 36
Students and Substances: Social Power in Drug Education
Brown, J. H., D’Emidio-Caston, M., & Pollard, J. A. (1997) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737019001065 · Cited by 36
Violence Exposure and PTSD: The Role of English Language Fluency in Latino Youth
Kataoka, S., Langley, A. K., Stein, B. D., Jaycox, L. H., Zhang, L., Sanchez, N., & Wong, M. (2008) · Journal of Child and Family Studies · doi:10.1007/s10826-008-9235-9 · Cited by 35
Understanding the School Outcomes of Juvenile Offenders: An Exploration of Neighborhood Influences and Motivational Resources
Chung, H. L., Mulvey, E. P., & Steinberg, L. D. (2011) · Journal of Youth and Adolescence · doi:10.1007/s10964-010-9626-2 · Cited by 46
“I Can Actually Be a Super Sleuth”
Jethwani, M. M., Memon, N. D., Seo, W., & Richer, A. (2016) · Journal of Educational Computing Research · doi:10.1177/0735633116651971 · Cited by 46
“The importance of encouraging and supportive teachers for developing student conﬁdence dominates the educational literature (Eccles et al., 1993; Roeser, Eccles, & Sameroﬀ, 2000).”
Background
Latinos’ Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement
Morales‐Chicas, J., & Graham, S. (2016) · Journal of Research on Adolescence · doi:10.1111/jora.12292 · Cited by 36
“One useful framework for understanding why decrements in social adaptation and achievement occur across the middle school transition is stage– environment fit theory (Eccles & Midgley, 1989; Eccles et al., 1993).”
Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement
Im, M. H., Hughes, J. N., & West, S. G. (2016) · Journal of Research on Adolescence · doi:10.1111/jora.12247 · Cited by 45
“Researchers have attributed this decline to a mismatch between (1) the psychological needs of early adolescents for relatedness, competence, and autonomy and (2) the ability of middle schools to meet those needs (Eccles et al., 1993).”
Background
A comparison of the college experience for students with and without disabilities
Plotner, A. J., & May, C. P. (2017) · Journal of Intellectual Disabilities · doi:10.1177/1744629517719346 · Cited by 47
A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind
Cross, J. R., Frazier, A. D., Kim, M., & Cross, T. L. (2017) · Gifted Child Quarterly · doi:10.1177/0016986217738050 · Cited by 40
Change and Consistency of Self-Esteem in Early and Middle Adolescence in the Context of School Transition
Białecka-Pikul, M., Stępień-Nycz, M., Sikorska, I., Topolewska-Siedzik, E., & Cieciuch, J. (2019) · Journal of Youth and Adolescence · doi:10.1007/s10964-019-01041-y · Cited by 34
Effects of social and individual school self-concepts on school engagement during adolescence
Bakadorova, O., Lazarides, R., & Raufelder, D. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-019-00423-x · Cited by 43
Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning
DeMink-Carthew, J., Netcoh, S., & Farber, K. (2020) · The Journal of Educational Research · doi:10.1080/00220671.2020.1764467 · Cited by 35
School engagement
Li, Y. (2011) · Advances in child development and behavior · doi:10.1016/b978-0-12-386492-5.00006-3 · Cited by 35
Settling In: Facilitating the transition to an inclusive middle school for students with mild disabilities
Knesting, K., Hokanson, C., & Waldron, N. L. (2008) · International Journal of Disability Development and Education · doi:10.1080/10349120802268644 · Cited by 35
“Through the evolution of the junior high school as a separate educational setting, systematic differences developed between typical primary school settings and classrooms and typical junior high school settings and classrooms (Eccles et al., 1996, 1993).”
Perceived organizational structure for teacher liking: the role of peers’ perceptions of teacher liking in teacher–student relationship quality, motivation, and achievement
Davis, H. A., & Lease, A. M. (2007) · Social Psychology of Education · doi:10.1007/s11218-007-9031-1 · Cited by 35
How do High School Youths’ Educational Experiences Relate to Well-Being? Towards a Trans-Disciplinary Conceptualization
Soutter, A. K., Gilmore, A. M., & O’Steen, B. (2010) · Journal of Happiness Studies · doi:10.1007/s10902-010-9219-5 · Cited by 47
The delicate balance between parental protection, unsupervised wandering, and adolescents’ autonomy and its relation with antisocial behavior: The TRAILS study
Sentse, M., Dijkstra, J. K., Lindenberg, S. M., Ormel, J., & Veenstra, R. (2010) · International Journal of Behavioral Development · doi:10.1177/0165025409350949 · Cited by 37
“Adolescents still need some guidance from their parents (Agnew, 2003), but the effects of parental protection may depend on how legitimate or justified this protection is perceived to be or how unobtrusive it is, which is in accordance with the stage-environment fit theory (Eccles et al., 1993).”
COMPETING SCHOOLS OF THOUGHT IN ACHIEVEMENT GOAL THEORY?
Roeser, R. W. (2004) · Advances in motivation and achievement · doi:10.1016/s0749-7423(03)13010-5 · Cited by 34
Sense of Community and Positive Adult Beliefs Toward Adolescents and Youth Policy in Urban Neighborhoods and Small Cities
Zeldin, S. (2002) · Journal of Youth and Adolescence · doi:10.1023/a:1015624507644 · Cited by 35
Puberty as a biological and social event: Implications for research on pharmacology
Jeanne Brooks-gunn, B., & Graber, J. A. (1994) · Journal of Adolescent Health · doi:10.1016/s1054-139x(94)90634-3 · Cited by 36
School connectedness as a protective factor against childhood exposure to violence and social deprivation: A longitudinal study of adaptive and maladaptive outcomes
Goetschius, L. G., McLoyd, V. C., Hein, T. C., Mitchell, C., Hyde, L. W., & Monk, C. S. (2021) · Development and Psychopathology · doi:10.1017/s0954579421001140 · Cited by 52
Connections matter: Adolescent social connectedness profiles and mental well‐being over time
Oberle, E., Ji, X. R., Alkawaja, M., Molyneux, T. M., Kerai, S. M., Thomson, K., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. (2023) · Journal of Adolescence · doi:10.1002/jad.12250 · Cited by 42
Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model
Farmer, T. W., Hamm, J. V., Lane, K. L., Lee, D. M., Sutherland, K. S., Hall, C. M., & Murray, R. A. (2013) · Journal of Educational and Psychological Consultation · doi:10.1080/10474412.2013.785181 · Cited by 36
“…negative social comparisons and self-evaluations are common as teachers frequently engage in whole-class or ability-group instructional practices and use less flexible grading standards while imposing a greater emphasis on teacher control and discipline (Eccles et al., 1993; Roeser et al., 2000).”
BackgroundInfluential
Role models of Australian female adolescents
Young, J. A., Symons, C. M., Pain, M. D., Harvey, J. T., Eime, R., Craike, M. J., & Payne, W. R. (2015) · European Physical Education Review · doi:10.1177/1356336x15579574 · Cited by 33
“This study’s cohorts (Year 7 and Year 11 adolescent girls) were selected to reflect the transition from primary to secondary school and later into senior secondary school and tertiary education, the workforce or another pursuit (Cole et al., 2001; Eccles et al., 1993).”
Background
Dimensional comparisons in students' perceptions of the learning environment
Arens, A. K., & Møller, J. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.11.001 · Cited by 38
“Feldlaufer, & Eccles, 1989; see also Reddy, Rhodes, & Mulhall, 2003) and to less individualized and supportive instructions (Eccles et al., 1993).”
Background
Balancing freedom and limitations: A case study of choice provision in a personalized learning class
Netcoh, S. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.05.010 · Cited by 51

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