ORCID Profile
0000-0002-6405-9330
Current Organisations
University of California, Irvine
,
Australian Catholic University - North Sydney Campus
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Publisher: Springer Science and Business Media LLC
Date: 04-2022
DOI: 10.1007/S11618-022-01083-2
Abstract: Informed by Eccles and colleagues’ expectancy-value theory and Möller and Marsh’s dimensional comparison theory, we examined cross-domain intra-in idual differences in elementary teachers’ ( N = 57) and their students’ ( N = 469) ratings of students’ ability and subjective importance of math and reading. Latent difference score analyses revealed that students perceived greater intra-in idual differences in their own math versus reading ability than did their teachers. Analogous results emerged for students’ and teachers’ ratings of students’ valuing (i.e., perceived importance) of math versus reading, suggesting differing dimensional comparison processes for students’ self-judgments vs. their teachers’ judgments. Cross-domain differences in teachers’ and students’ perceptions were positively associated for ratings of students’ ability but not for ratings of students’ perceived importance. Moreover, intra-in idual differences varied substantially across students, in both students’ and teachers’ ratings. Students’ gender and prior achievement in math and reading contributed to this variation.
Publisher: Informa UK Limited
Date: 19-05-2015
Publisher: Wiley
Date: 03-12-2016
DOI: 10.1111/JORA.12297
Abstract: This study investigates adolescents' situational passionate experiences, defined as states of strong commitment and intense affect. We examine the extent to which experiencing passion was specific to situations versus in idual differences, and explore which activities are likely to elicit adolescents' passion. Using longitudinal experience s ling method (ESM) data from a representative s le of 996 adolescents (54.6% females) in three cohorts (6th, 8th, and 10th grade at baseline), we examine whether adolescents' frequency of passionate experiences remained stable across 2 years. Results of multilevel analyses revealed that situational determinants accounted for 80% of variance in passion, while 20% were due to characteristics of the person that remained stable across 1 week of ESM assessment. An adolescent's percentage of passionate experiences among all observed experiences remained stable across 2 years in rank order and mean level.
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/EDU0000368
Publisher: Elsevier BV
Date: 06-2016
Publisher: American Psychological Association (APA)
Date: 07-2022
DOI: 10.1037/EDU0000685
Publisher: Springer Science and Business Media LLC
Date: 13-07-2018
DOI: 10.1007/S10964-018-0894-6
Abstract: Friends provide important social contexts for student development. Research has shown that adolescent friends are similar to each other in their interest and values for different school subjects. Yet our current understanding does not extend to knowing whether selection, deselection, or socialization processes are responsible for this phenomena. Without this knowledge, it is very difficult for parents, teachers, and schools to know how and when to intervene. This study investigated selection, deselection, and socialization effects on adolescent students' task values for academic (languages, math and science, and social sciences) and non-academic subject areas (the arts and physical education). A social network approach was used to examine two waves of annual data collected from school-based networks of adolescents in the first and second years of high school education in Finland (N = 1419 female = 48.6% mean age at first measurement point = 16). The results revealed that adolescents tended to select friends with similar levels of task values (friend selection) for the arts and physical education, but friends did not become more similar in these areas over time (friend socialization). In contrast, there was evidence of friend socialization, but not friend selection, for the academic school subjects. Across all subjects, differences in task values did not predict friendship dissolution (friend deselection). These findings suggest that to a significant extent, students make agentic choices in developing friendship with schoolmates based on their task values in non-academic subjects. The resultant friend contexts that in iduals created, in turn, affected their task values in academic subject areas. These results shed light on the complexity of friend effect mechanisms on task values at the subject domain-specific level.
Publisher: Springer Science and Business Media LLC
Date: 05-03-2019
DOI: 10.1007/S10964-019-01003-4
Abstract: People's motivation to engage in studying and working is an important precursor of participation and attainment. However, little is known about how motivation and the lack of motivation develops normatively across adolescence and young adulthood. Furthermore, there is no comparison of motivation and amotivation development across sequential age-graded transitions such as the mid-schooling transition in adolescence and the school-to-work transition in young adulthood. The current study explored trajectories of motivation and amotivation development in Finland, using piecewise growth curve modelling to analyze five waves of data (age 15-22 years) from a s le of 878 youth (52% male). Indicators of amotivation (disinterest, futility and inertia) decreased, whilst the indicator of motivation (attainment value) increased across both transitions. Reductions in disinterest and inertia were steeper for youth transferring into vocational education at the mid-schooling transition and for youth transferring from an academic track to higher education at the school-to-work transition. Amotivation and motivation shifted most at the school-to-work transition, signaling the importance of this period for motivation development. Overall, the results suggest that young people became more motivated and less amotivated as they aged from adolescence through young adulthood, in line with normative maturational and gradual social changes and transfer into increasingly personalized environments.
Publisher: Informa UK Limited
Date: 22-07-2016
Publisher: Wiley
Date: 23-03-2015
Publisher: Springer Science and Business Media LLC
Date: 12-2016
Publisher: Informa UK Limited
Date: 08-11-2018
Publisher: Psychology Press
Date: 24-10-2018
Publisher: Informa UK Limited
Date: 29-11-2021
Publisher: Wiley
Date: 05-05-2015
DOI: 10.1111/MONO.12165
Abstract: This monograph offers a comprehensive test of an important theory of motivation. Because the theory is sufficiently precise to permit disconfirmation, the results that support and those that fail to support it are both informative. The finding that parents' influence appears primarily for peripheral subjects (sports and music), but not for reading and math raises many issues for further research. The study also informs our understanding of gender differences in motivation.
Publisher: Informa UK Limited
Date: 10-01-2014
Publisher: American Psychological Association (APA)
Date: 08-2017
DOI: 10.1037/DEV0000367
Abstract: Which occupation to pursue is one of the more consequential decisions people make and represents a key developmental task. Yet the underlying developmental processes associated with either in idual or group differences in occupational choices are still not well understood. This study contributes toward filling this gap, focusing in particular on the math domain. We examined two aspects of Eccles et al.'s (1983) expectancy-value theory of achievement-related behaviors: (a) the reciprocal associations between adolescents' expectancy and subjective task value beliefs and adolescents' career plans and (b) the multiplicative association between expectancies and values in predicting occupational outcomes in the math domain. Our analyses indicate that adolescents' expectancy and subjective task value beliefs about math and their math- or science-related career plans reported at the beginning and end of high school predict each other over time, with the exception of intrinsic interest in math. Furthermore, multiplicative associations between adolescents' expectancy and subjective task value beliefs about math predict math-related career attainment approximately 15 years after graduation from high school. Gender differences emerged regarding career-related beliefs and career attainment, with male students being more likely than female to both pursue and attain math-related careers. These gender differences could not be explained by differences in beliefs about math as an academic subject. (PsycINFO Database Record
Publisher: Wiley
Date: 11-11-2017
DOI: 10.1111/MONO.12329
Publisher: Elsevier BV
Date: 12-2021
Publisher: American Psychological Association (APA)
Date: 11-2021
DOI: 10.1037/DEV0001250
Abstract: 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 occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911 56.1% female Mage = 16.49, SD = .63 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intrain idual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Publisher: Springer Science and Business Media LLC
Date: 17-04-2017
Publisher: Elsevier BV
Date: 10-2018
Publisher: Springer Science and Business Media LLC
Date: 10-04-2023
DOI: 10.1007/S11031-023-10013-6
Abstract: Are motivated students less likely to express negative achievement emotions in math, and how do teachers impact such academic beliefs? Guided by the situated expectancy-value theory and the control-value theory, this study is interested in how teacher support influences students’ negative affect in math through students’ perception of teacher support and students’ interest value (teacher-to-student transmission between and within classes). Thus, associations were modeled at the in idual and classroom levels to investigate cross-level interactions. Using data from 1,429 students in grades 7–12 (49% males, 67% Hispanic Americans, 15% Asian Americans, 18% other racial/ethnic groups), cross-level indirect effects suggested an association of teacher-reported support for collaboration and cognitive support with decreasing negative affect through students’ perception of teacher support and students’ interest value. These associations were supported within but not between classes.
Publisher: Springer Science and Business Media LLC
Date: 29-11-2022
Publisher: Center for Open Science
Date: 03-11-2019
Abstract: We provide a conceptualization of in idual people’s engagement in tasks as a momentary, situated, and embodied psychological-behavioral experience. We describe how momentary engagement is a complex dynamic system comprising parts (emotion, motivation, mental action, and physical action), structure (coactions between parts) and process (how parts and the whole develop through a sequence of engagement triggers and non-linear action). Momentary engagement can be studied at the microlevel grain sizes of agent (an in idual person), task (e.g., video gaming) and time (across seconds and minutes), providing a contrast to research on other forms of engagement occurring at higher level grain sizes (e.g., the participation of a large group of students in schooling across months and years). We overview methodologies for researching momentary engagement complexity, emergence and dynamics and end with a call for more research on non-linear psychological processes.
Publisher: Wiley
Date: 31-03-2021
DOI: 10.1002/JCOP.22561
Abstract: Due to the COVID‐19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study‐related stress increased after the pandemic's onset and how in idual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self‐efficacy in self‐regulation were collected before and after the onset of the COVID‐19 pandemic at a public university ( N = 274). Regression analysis results show an overall increase in study‐related stress levels after the onset of the pandemic. Students with self‐efficacy in self‐regulation reported lower stress increases students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self‐regulation and time‐management skills.
Publisher: Informa UK Limited
Date: 19-05-2014
Publisher: Wiley
Date: 23-06-2014
DOI: 10.1111/JORA.12153
Abstract: The above article, published online on June 23, 2014 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the authors, the journal Editor-in-Chief, Nancy Guerra, and Wiley Periodicals, Inc. The retraction has been agreed upon following the discovery that this article contained inaccurate data. It came to the author's attention that the names of some of the items reported in the Measures section of the paper could not be correct because such items did not exist in the surveys. The authors tried to identify exactly which items had been used in the data analyses but they could not establish without some doubt exactly which items had actually been used. Reference Wang, M.-T. and Eccles, J. S. (2014), Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions. Journal of Research on Adolescence. doi: 10.1111/jora.12153.
Publisher: Springer Science and Business Media LLC
Date: 10-02-2016
DOI: 10.1007/S10964-016-0428-Z
Abstract: This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the in idual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.
Publisher: American Psychological Association (APA)
Date: 11-2017
DOI: 10.1037/EDU0000185
Publisher: Springer Science and Business Media LLC
Date: 09-2023
Publisher: Springer International Publishing
Date: 2019
Publisher: SAGE Publications
Date: 22-11-2015
Abstract: Drawing on Eccles’ expectancy-value model of achievement-related choices, we examined the personal aptitudes and motivational beliefs at 12th grade that move in iduals toward or away from science, technology, engineering, and mathematics (STEM) occupations at age 29. In the first set of analyses, occupational and lifestyle values, math ability self-concepts, family demographics, and high school course-taking more strongly predicted both in idual and gender differences in the likelihood of entering STEM careers than math scores on the Differential Aptitude Test. In the second set of analyses, in idual and gender differences in career decisions within STEM disciplines (health, biological, and medical sciences (HBMS) versus mathematics, physical, engineering, and computer sciences (MPECS)) were best predicted by occupational values (i.e. preferences for work that were people oriented and altruistic predicted entrance into HBMS instead of MPECS careers). Females were less likely to hold the beliefs that predicted selection of STEM in general, but those who did choose STEM were more likely to select HBMS than MPECS. One Sentence Summary: Gender differences in selecting STEM related and health, biological, and medical occupations result primarily from gender differences in occupational and lifestyle values.
Publisher: Frontiers Media SA
Date: 02-07-2018
Publisher: Elsevier BV
Date: 04-2018
Publisher: Elsevier BV
Date: 12-2015
Publisher: SAGE Publications
Date: 25-09-2016
Abstract: Existing research on theories of intelligence shows that students with growth mindsets tend to outperform those with fixed mindsets in mathematics. We used nationally representative data to address two related questions in the general population: (a) Are there subgroup differences in the endorsement of a fixed mindset? (b) Does the negative association of a fixed mindset and math achievement vary across subgroups? We found that White students and students from higher socioeconomic backgrounds are more likely to view intelligence as a fixed trait than non-Whites and students from lower socioeconomic backgrounds. Furthermore, for low-achieving students, we found that a fixed mindset at 10th grade predicted lower gains in academic achievement by 12th grade than it did for their high-achieving counterparts. Our results reflect that contextual differences play a critical role in shaping fixed mindsets and its consequences.
Publisher: American Psychological Association (APA)
Date: 07-2018
DOI: 10.1037/EDU0000236
Publisher: Wiley
Date: 23-03-2018
DOI: 10.1111/JORA.12384
Abstract: This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women.
Publisher: Leykam Buchverlag
Date: 2022
Publisher: Elsevier
Date: 2015
Publisher: Wiley
Date: 29-04-2014
DOI: 10.1111/JORA.12140
Publisher: Springer Science and Business Media LLC
Date: 19-07-2022
DOI: 10.1007/S11031-022-09957-Y
Abstract: In college, students often encounter situations in which they struggle to meet their academic goals in difficult courses. We integrate the Motivational Theory of Life-Span Development and Situated Expectancy-Value Theory to investigate how motivational beliefs and experiences in a difficult course predict the use of goal engagement oriented and goal adjustment oriented control strategies that can help students stay engaged in challenging courses. We used survey data collected in two academic quarters at a public university in the U.S. ( N = 231). Students who perceived their midterm exam as more difficult than expected and students with higher course-specific subjective task values reported using more goal engagement oriented and goal adjustment oriented control strategies. Students with higher course-specific ability beliefs were less likely to use goal adjustment strategies. Results further showed that students planned to use control strategies depending on their experienced setbacks or success in exams. Findings provide important insights into how motivational orientations and course experiences relate to adaptive and goal-oriented behavior in college courses.
Publisher: Frontiers Media SA
Date: 08-05-2019
Publisher: Elsevier BV
Date: 07-2019
DOI: 10.1016/J.BANDC.2018.10.004
Abstract: Stress pervades everyday life and more importantly, affects prefrontal cortices that support executive control functions, processes that are critical to learning and memory as well as a range of life outcomes. The positive or negative effect of stress on cognition depends on an interaction of factors related to the situation and the in idual. Research has shown that psychological characteristics related to self-relevance and the availability of resources may lead in iduals to perceive a stressor as a threat or challenge, driving performance outcomes. Given that perception is arguably the key to stress reactivity, positive affect and self-belief constructs are discussed in the context of how they may lead to preserved performance in the face of stress. Understanding the underlying mechanisms of stress perception could inform the development of interventions, a socially important endeavor given the impact of stress on health and cognitive functions.
Publisher: Elsevier BV
Date: 06-2018
Publisher: Wiley
Date: 05-02-2014
DOI: 10.1111/JORA.12106
Publisher: Wiley
Date: 22-11-2019
DOI: 10.1111/CDEV.13343
Abstract: Different cross-domain trajectories in the development of students' ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students' ASC trajectories. Students' intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.
Publisher: Public Library of Science (PLoS)
Date: 13-09-2018
Publisher: Wiley
Date: 07-11-2017
DOI: 10.1002/TEA.21424
Publisher: Elsevier BV
Date: 02-2019
Publisher: American Psychological Association (APA)
Date: 2015
DOI: 10.1037/A0038453
Abstract: Research on contemplative practices (e.g., mindfulness or compassion training) is growing rapidly in the clinical, health and neuro-sciences, but almost none of this research takes an explicitly developmental life span perspective. At present, we know rather little about the naturalistic development of mindfulness or compassion in children and adolescents, or the processes by which parents can socialize these positive qualities in their offspring. Thus, the goal of this special section is to showcase empirical research articles that redress this absence of a developmental focus in contemplative science by focusing on issues of construct conceptualization and measurement, socialization practices in families, and the role that interventions can play in fostering mindfulness and compassion in children, adolescents, and care-givers alike.
Publisher: American Psychological Association (APA)
Date: 30-06-2020
DOI: 10.1037/TMB0000007
Publisher: Elsevier BV
Date: 06-2018
Publisher: Springer Science and Business Media LLC
Date: 19-01-2017
Publisher: SAGE Publications
Date: 27-09-2016
Abstract: Within the field of relationship science there is increasing interest in the connections between close relationships and physical health. In the present study, we examined whether adolescents’ (∼12 years old) and young adults’ (∼20 years old) perceptions of their parents as a secure base prospectively predict C-reactive protein (CRP), a commonly used marker of inflammatory activity, at age 32 in a well-characterized s le of African Americans. We utilized existing data collected as part of the Maryland Adolescent Development in Context Study (MADICS) to construct measures of perceptions of parental secure base support (SBS), general parental support, and peer support in early adolescence and early adulthood. In the present study, SBS was operationalized as the perceived ability to depend on parents in times of need. Fifty-nine African American MADICS participants who reported on perceived support in early adolescence and early adulthood participated in a follow-up home visit at age 32 during which serum CRP was measured via a blood draw. After controlling for inflammation-related confounds (e.g., tobacco use, body mass index), adolescents’ perceptions of parental SBS, but not peer support or general parental support, predicted lower CRP values at age 32 ( b = −.92, SE = .34, p .05). None of the support variables in early adulthood predicted CRP at 32 years. This study adds to a growing literature on relationships and health-related outcomes and provides the first evidence for a link between parental SBS in adolescence and a marker of inflammatory activity in adulthood.
Publisher: SAGE Publications
Date: 2015
Location: United States of America
Location: United States of America
Location: Australia
No related grants have been discovered for Jacque Eccles.