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Direct linkLazarides, Rebecca; Dicke, Anna-Lena; Rubach, Charlott; Oppermann, Elisa; Eccles, Jacquelynne S. – Developmental Psychology, 2021
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and…
Descriptors: Profiles, Student Motivation, High School Students, Grade 10
Jiang, Su; Simpkins, Sandra D.; Eccles, Jacquelynne S. – Developmental Psychology, 2020
Math and science motivational beliefs are essential in understanding students' science, technology, engineering, and math (STEM) achievement and choices in high school and college. Drawing on the Eccles' expectancy-value theory and Arnett's emerging adulthood framework, this study examined the relations among high school students' motivational…
Descriptors: Student Motivation, STEM Education, Gender Differences, Generational Differences
Lazarides, Rebecca; Dicke, Anna-Lena; Rubach, Charlott; Eccles, Jacquelynne S. – Journal of Educational Psychology, 2020
Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom…
Descriptors: Student Motivation, Beliefs, Student Attitudes, Classroom Environment
Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S. – Educational Research and Evaluation, 2015
This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…
Descriptors: Self Concept, College Students, Academic Ability, Mathematics Skills
We Knew Them when: Sixth Grade Characteristics that Predict Adolescent High School Social Identities
Stone, Margaret R.; Barber, Bonnie L.; Eccles, Jacquelynne S. – Journal of Early Adolescence, 2008
Discriminant function analysis assessed the predictive relevance of nine characteristics measured in sixth grade for differentiating among social identities claimed 4 years later by 616 participants in the Michigan Study of Life Transitions. For females, the first discriminant function, associated with academic motivation, self-esteem, and…
Descriptors: Self Concept, Student Motivation, Academic Achievement, Discriminant Analysis
Eccles, Jacquelynne S.; Wong, Carol A.; Peck, Stephen C. – Journal of School Psychology, 2006
Does anticipated future racial discrimination undermine African-American adolescents' academic motivation and performance? Do face-to-face experiences with racial discrimination at school undermine African-American adolescents' academic functioning? Does African-American ethnic identity buffer these relations? This paper addresses these questions…
Descriptors: Ethnicity, Social Environment, African Americans, Adolescents
Peer reviewedFredricks, Jennifer A.; Alfred-Liro, Corinne J.; Hruda, Ludmila Z.; Eccles, Jacquelynne S.; Patrick, Helen; Ruan, Allison M. – Journal of Adolescent Research, 2002
Examined factors that influence adolescents' commitments to extracurricular activities over time. Found that psychological factors of perceived competence and peer relationships, as well as contextual factors of perceived challenge, cost, benefits, and emerging identity, were decisive in adolescents' choice to remain involved in activities or…
Descriptors: Adolescents, Aspiration, Athletics, Extracurricular Activities
