Search results for author:"Jacquelynne S. Eccles"
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Learning and Instruction Vol. 15, No. 2 (April 2005) pp. 161–171
This commentary focuses on the papers by Nurmi and Aunola and by Spinath and Spinath. I discuss the difficulty in testing the hypothesis that ability self concepts influence developmental changes in learning and task motivation. I point to the...
Studying Gender and Ethnic Differences in Participation in Math, Physical Science, and Information Technology
New Directions for Child and Adolescent Development Vol. 110 (2005) pp. 7–14
This chapter describes the history of the Eccles et al. Expectancy Value Model and research on the influence of social and psychological factors on gender and ethnic differences in math, science, and information technology choices. (Contains 1 figure.)
Learning and Instruction Vol. 43, No. 1 (June 2016) pp. 71–75
In my commentary, I discuss the historical origins of the Fredricks et al. 3 dimensions of engagement, provide some critical assessment of the individual papers in this special issue, and lay out the argument for renewed theoretical analysis of the...
International Journal of Educational Research Vol. 46, No. 6 pp. 341–356
Children's voluntary reading positively correlates with school grades, vocabulary growth, reading comprehension, verbal fluency, general information, and attitudes towards reading. Drawing on qualitative interviews collected alongside six waves of...
School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
Learning and Instruction Vol. 28, No. 1 (December 2013) pp. 12–23
This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer...
Task Value Profiles across Subjects and Aspirations to Physical and IT-Related Sciences in the United States and Finland
Developmental Psychology Vol. 48, No. 6 (November 2012) pp. 1612–1628
Two independent studies were conducted to extend previous research by examining the associations between task value priority patterns across school subjects and aspirations toward the physical and information technology- (IT-) related sciences....
Parents' Socializing Behavior and Children's Participation in Math, Science, and Computer Out-of-School Activities
Applied Developmental Science Vol. 9, No. 1 (2005) pp. 14–30
This study examined associations between multiple parental behaviors and children's participation in out-of-school math, science, and computer activities for children in 2nd (n = 125), 3rd (n = 123), and 5th grade (n = 200). Mothers and fathers...
To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support
Learning and Instruction Vol. 55, No. 1 (June 2018) pp. 13–21
Student perceptions of the classroom environment are used as a policy-relevant marker of teacher quality. Yet the influences on students' perceptions are less well understood. We examined (a) whether individual-level factors (achievement goals,...
Career Development from Adolescence through Emerging Adulthood: Insights from Information Technology Occupations
Emily E. Messersmith; Jessica L. Garrett; Pamela E. Davis-Kean; Oksana Malanchuk; Jacquelynne S. Eccles
Journal of Adolescent Research Vol. 23, No. 2 (2008) pp. 206–227
Career development theories suggest that social-contextual experiences are influential in individuals' career interests, aspirations, and skill development and may be a source of gender and ethnic differences in certain career fields. In this mixed...