Schools, Academic Motivation, and Stage‐Environment Fit

By Jacquelynne S. Eccles, R. Roeser. 2009

1,101 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/709ef77c68c1a252929844faaeb1ee4326981791

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Citations in the corpus

Adolescents’ Life Satisfaction During the Transition to Post-Comprehensive Education: Antecedents and Consequences (2010, methodology): “Applying the person-environment fit theory to the developmental approach (stage-environment fit theory), Eccles and Midgley (1989) proposed that negative changes result from the fact that schools do not provide appropriate”
Does School Matter? The Role of School Context in Adolescents' School-Related Burnout * (2008, background): “School provides an important developmental context for adolescents (Eccles, 2004).”
Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial (2015, background): “…other societal agencies contemplate solutions to persistent problems during late childhood and early adolescence such as poor academic motivation (Eccles & Roeser, 2009; Roeser & Eccles, 2014), school dropout (Battin-Pearson et al., 2000), school bullying and aggression (Swearer, Espelage,…”
Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. (2007, neutral): “Together, these changes point to a mismatch between the adolescent’s needs and the environment they are thrown intoFone common result of which is disengagement from school (Eccles, Wigfield, Midgley, & Reuman, 1993; Eccles, 2004; Entwisle, 1990).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, methodology): “From this perspective, high quality student-teacher relationships, characterized by involvement and affection, are a foundation upon which the development of motivation and engagement depend (Eccles & Roeser, 2009; Reeve, 2012; Wentzel, 2009a; Wigfield et al., 2015).”
Positive Development in a Disorderly World (2011, background): “Research also shows that children’s school motivation declines as they move into middle and high school (Eccles & Roeser, 2009; Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006), accompanied by decreased willingness to take on challenging tasks (Eccles & Roeser, 2009).”
Expanding the Interpersonal Dimension: Closeness in the Coach-Athlete Relationship (2007, background): “Evidence in educational contexts demonstrates that caring teacher-student relationships and the teacher-created classroom climate influences child outcomes [17-20].”
Implications for educational practice of the science of learning and development (2019, background): “Counselors are assigned to attend to the ‘personal needs’ of hundreds of students, also an unmanageable task, and students who experience adversity may have no one to turn to for support (Eccles & Roeser, 2009; Juvonen, Le, Kaganoff, Augustine, & Constant, 2004).”
Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement (2009, background): “In the context of such changes and development, adolescents’ academic performance often declines (Barber & Olsen, 2004; Eccles, 2004; Gutman & Midgley, 2000), while at the same time, the long-term implications of achievement for educational and occupational attainment increase (Eccles & Harold,…”
Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept (2012, methodology): “An explanation of the decline of the self-concept is provided by stage environment fit theory (Eccles, 2004; Eccles et al., 1993).”
“Show Me an Ounce of Respect” (2008, background): “Although it is not always articulated as respect, studies of teacherstudent interactions, particularly regarding cultural sensitivity, invoke a similar notion (see Eccles, 2004; Hollins & Guzman, 2005).”
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, background): “Most have pointed to a mismatch between adolescents’ changing developmental needs and the school environment as a likely cause (Eccles, 2004; Eccles & Midgley, 1989).”
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence (2010, background): “It is during this developmental period in which children ' s personalities , behaviors , and competencies may consolidate into forms that persist into adolescence and on into adulthood ( Eccles and Roeser 2009 ) .”