Parents, task values, and Real-Life achievement-related choices

By J. Jacobs, Jacquelynne S. Eccles. 2000

235 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/8a05924e9da5a89d94144a88f882a0b2ab77deb2

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept (2012, unknown): “According to the Eccles et al. model of parental influences on motivational beliefs, children interpret these cues and incorporate them into the self-concept of ability (Jacobs, Davis-Kean, Bleeker, Eccles, & Malanchuk, 2005; Jacobs & Eccles, 2000).”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, background): “For example, Jacobs, Davis- Kean, Bleeker, Eccles, and Malanchuk (2005) and Jacobs and Eccles (2000) argued that parents influence their children by modeling involvement in valued activities.”
Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “…some types of choice are constrained by curricula (Hoffmann & Haussler, 1998; Hoffmann, 2002), parents and their beliefs about students' needs (Jacobs & Eccles, 2000; Sigel, 1982; Sigel, et. al, 1992), as well as by students' perceptions about the utility of subject matter and its personal…”
Motivation to Learn and Teacher-Student Relationship. (2016, background): “They proposed that there are three kinds of values relevant to achievement: attainment value, utility value, and intrinsic value (Jacobs & Eccles, 2000; Wigfield & Eccles, 1992).”
Enduring links: Parents' expectations and their young adult children's gender-typed occupational choices (2006, background): “Over the past 20 years, research using Eccles’-Parsons, Adler’s, and Kaczala’s (1982) Parent Socialization Model has highlighted the important role parents play in the development of children’s achievement choices (see Jacobs & Eccles, 2000).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “In contrast, the value component refers to the reasons for engaging in a specific task and includes four principal components: attainment value, intrinsic value, utility value, and cost (Eccles et al. 1983; Eccles and Wigfield 2002; Jacobs and Eccles 2000).”
Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, background): “…Janis Jacobs and their colleagues has pointed to the importance of social factors in this discrepancy (Eccles, 1987, 1994; Eccles and Jacobs, 1986; Jacobs and Eccles, 2000), and have particularly highlighted the importance of gendered socialization practices by parents in the domains of science…”
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, background): “…predictions, others have highlighted a relationship between ability selfconcepts and subjective task value (Durik et al., 2006; Eccles et al., 1983; Eccles & Wigfield, 1995; Jacobs & Eccles, 2000; Jacobs et al., 2002; Marsh, Trautwein, Ludtke, Koller, & Baumert, 2005; Wigfield & Eccles, 1994).”
Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling (2013, methodology): “Task value is operationalized in terms of attainment value, intrinsic interest, utility value, and costs (Jacobs & Eccles, 2000).”
Family socialization, gender, and sport motivation and involvement. (2005, background): “Another way parents may influence children’s beliefs and participation is through their beliefs about the value of participating in different activities (Jacobs & Eccles, 2000).”