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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Claims other papers make about this one
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In the citing paper
“Moreover, the modest study finding aligns with the stage-environment fit theory, which suggests that adaptation is more likely if changes within the individual are matched with supportive change within the adolescent’s three primary environments: home, peer, and school [20,21,41].”
In the citing paper
“This theory posits that individuals progress through distinct developmental stages during their educational journey, each characterized by unique challenges and tasks.”
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Cited by
Sorted by citations
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Rose, A. J., & Rudolph, K. D. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.1.98 · Cited by 2,517
“Comprehensive reviews discuss the roles of evolutionary forces (Buss, 1996; Geary, 1998), social roles (Eagly & Wood, 1999), parent socialization (Higgins, 1991; Keenan & Shaw, 1997; ZahnWaxler, Cole, & Barrett, 1991), school contexts (Eccles et al., 1993), personality style (Nolen-Hoeksema & Girgus, 1994), hormonal a…”
BackgroundSteinberg, L., & Morris, A. S. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.83 · Cited by 2,517
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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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.
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