Students' Motivation During the Middle School Years

By Allan Wigfield, Jacquelynne S. Eccles. 2002

162 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/67f3fb16b6a8eda4b11a79aeb57d3c084eeb5d12

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten (2009, background): “…have shown that in the beginning of their school career children are typically highly motivated in different academic subjects but this motivation tends to decline with age (Gottfried, Fleming, & Gottfried, 2001; Wigfield & Eccles, 2000, 2002; for a review, see Eccles, Wigfield, et al., 1998).”
Early Adolescents Development across the Middle School Years: Implications for School Counselors. (2005, background): “…experience many changes, including the biological changes associated with puberty, important changes in relations with family and peers, and the social and educational changes related to transition from elementary to middle school (Wigfield, Byrnes, & Eccles, in press; Wigfield & Eccles, 2002).”
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, unknown): “…contributed to children’s ability self-concepts and subjective task value in reading and writing activities (Deci, Vallerand, Pelletier, & Ryan, 1991; Eccles et al., 1983; Eccles, Wigfield, Harold, & Blumenfeld, 1993; Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2006; Wigfield & Eccles, 2002).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “These data are consistent with research, particularly with younger students, indicating downward trajectories of motivation over time (e.g., Wigfield & Eccles, 2002).”
Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men (2005, background): “If the outcomes that are commonly associated with success in formal education are not perceived as useful or attractive, motivation to achieve those outcomes may be undermined (Anderman & Midgley, 1997; Wigfield & Eccles, 2002).”
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review (2004, background): “In further important work, Eccles and her colleagues (e.g., Eccles et al., 1983; Wigfield & Eccles, 2002) found support for a model in which valuing an activity serves as a mediator between self-beliefs and achievement, a process implied in other models that address conditions facilitating…”