Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains.

By Jennifer Fredricks, Jacquelynne S. Eccles. Developmental Psychology, 2002

1,155 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8e57d5f4ef5c9a2200baf866b2f465b8a364991a

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, background): “Perhaps not surprising, these increased expectations have coincided with steep declines in student motivation (Fredricks & Eccles, 2002).”
Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation (2006, methodology): “In previous research, we conducted attrition analyses to determine the extent to which participants with missing data were different from participants with survey information at all time points (see Fredricks & Eccles, 2002).”
Understanding Female Sport Attrition in a Stereotypical Male Sport Within the Framework of Eccles's Expectancy–Value Model (2006, background): “Gender differences in competence beliefs and task values have been found with females usually reporting lower competence beliefs and task values than do males in sport (e.g., Fredricks & Eccles, 2002; Wigfield et al., 1997).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, neutral): “However, gender gaps in math self-efficacy progressively narrow from first through twelfth grade (Fredricks & Eccles, 2002), but then increase during college, especially at selective universities (Sax, 1994a).”
Parents' Socializing Behavior and Children's Participation in Math, Science, and Computer Out-of-School Activities (2005, background): “Similarly, parents’ encouragement of specific activities was positively associated with children’s selection of and PARENTS’ BEHAVIOR AND CHILDREN’S ACTIVITIES continued participation in sports and math activities (Fredricks, 2000; Fredricks & Eccles, 2002).”
Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence (2008, background): “…of mathematics and science competence than boys, and by adolescence girls report less interest in and valuing of these academic subjects (Fredricks & Eccles, 2002; Leahy & Guo, 2001; Marsh, Trautwein, Lüdtke, Köller, & Baumert, 2005; Stetsenko, Little, Gordeeva, Grasshof, & Oettingen,…”
Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, background): “The validities of these items and these scales are well established (Fredricks & Eccles, 2002; Jacobs et al., 2002).”
Team Sports Achievement and Self-Esteem Development Among Urban Adolescent Girls (2004, background): “Although boys’ athletic interests and self-evaluations also decline during adolescence, girls consistently express less interest in athletics and report lower athletic self-evaluations than boys (DuBois et al., 2000; Fredricks & Eccles, 2002; Jacobs et al., 2002).”
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, neutral): “…in the literature (Bradley & Corwyn, 2002; Brooks-Gunn & Duncan, 1997; Chapman & Tunmer, 1995; Chapman, Tunmer, & Prochnow, 2000; Eccles et al., 1983; Fredricks & Eccles, 2002; Jacobs & Eccles, 1992; Parsons, Adler, & Kaczala, 1982; RimmKaufman, Pianta, Cox, & Bradley, 2003; Wilson & Trainin,…”
Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains (2019, background): “Indeed, cross-sectional studies demonstrated substantial positive relations between both components (e.g., Denissen, Jaap, Zarrett, & Eccles, 2007; Durik, Vida, & Eccles, 2006; Fredricks & Eccles, 2002).”