Jacquelynne S EcclesUniversity of California, Irvine | UCI · School of Education
Jacquelynne S Eccles
Ph.D.
About
652
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Introduction
Distinguished University Professor of Education at the University of California, Irvine. Professorial Fellow at the Institute for Positive Psychology and Education at Australian Catholic University, Australia. Co-editor of the American Educational Research Association Open journal and Past Editor of Developmental Psychology and Journal of Research on Adolescence. Past president of the Society for Research on Adolescence (SRA) and Divisions 7 and 35 of American Psychological Association. Over the past 40 years, has conducted research on a wide variety of topics including motivation and social development in the family and school context. Honored by several Lifetime Achievement Awards from major international research professional associations and universities.
Additional affiliations
July 2013 - present
January 1999 - December 2011
Publications
Publications (652)
The changes in adolescents’ math motivational beliefs (i.e., expectancies for success, interest, and utility value) across Grades 9–11 and the associations between these changes and adolescents’ experiences with socializers (i.e., perceived teacher unfairness and parent–adolescent discussions) were examined within each of the four largest racial/et...
Many researchers have studied the effects of ability grouping on students’ academic self-concept due to its critical importance for students’ educational choices and trajectories. However, the available evidence is almost exclusively correlational, the results are inconsistent, and it is thus unclear how ability grouping may influence students’ aca...
To address the seven guiding questions posed for authors of articles in this special issue, we begin by discussing the development (in the late 1970s-early 1980s) of Eccles’ expectancy-value theory of achievement choice (EEVT), a theory developed to explain the cultural phenomenon of why girls were less likely to participate in STEM courses and car...
Background
A perceived fit between personal values and what a career offers is critical for college students pursuing and persisting in that career.
Purpose/Hypothesis(es)
We, therefore, investigated the career values of engineering undergraduates through language in two different studies. Study 1 ( N = 35) examined students' written postgraduatio...
Women remain underrepresented in most math-intensive fields. [Breda and Napp, Proc. Natl. Acad. Sci. U.S.A. 116 , 15435 (2019)] reported that girls’ comparative advantage in reading over math (i.e., the intraindividual differences between girls’ reading vs. math performance, compared to such differences for boys) could explain up to 80% of the gend...
Online courses were a common and growing format for higher education even before the COVID-19 pandemic, but selection effects made it difficult to understand and generalize about low-income transfer engineering students’ perceptions regarding online course experiences. However, the forced transition from face-to-face courses to online courses as a...
Entering college, students are required to adjust to a new academic and social environment. During the COVID-19 pandemic, social interactions with peers and faculty were limited to online settings and access to campus resources was restricted. Hence, students who entered college in fall 2020 began their freshman year under particularly challenging...
Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing the traditional stereotype that boys are better? Using two longitudinal U.S. datasets that span 1993 to 2011, we examined three questions: (1) What are the develo...
The present study explored a set of plausible directed acyclic graphs (DAGs) of constructs involved in Situated Expectancy–Value Theory (SEVT) using cross-sectional data. To do so, three datasets (n = 1,540; 1,867; and 103) with expectancy, values, and prior achievement constructs were used. First, networks showed a consistent magnitude of associat...
Tele-operated social robots (telerobots) offer an innovative means of allowing children who are medically restricted to their homes (MRH) to return to their local schools and physical communities. Most commercially available telerobots have three foundational features that facilitate child-robot interaction: remote mobility, synchronous two-way vis...
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 suppo...
Social support has a well-documented impact on adolescent educational success. Nonetheless, there has been less focus on the relationship between social supports and educational attainment for Latinas. Using a sample of 138 Hispanic females (ages 25–31) from an ongoing longitudinal National Science Foundation (NSF)-funded study (2004–present), we i...
In this article, we reflect on our long-standing collaboration that has focused on understanding the development of motivational beliefs, motivated behaviors, and engagement and their relation to different outcomes. We begin with our individual biographies and how we came to work together. Next, we discuss the ways in which Eccles, Wigfield, and th...
We respond to the commentators (Harackiewicz and Asher, Elliot, Van Yperin and Den Hartigh) on our Legacy article on situated expectancy-value theory. We begin by thanking each for the positive things they said about our theoretical and empirical work. We then respond to some of the critiques raised by Elliot and also Van Yperin and Den Hartigh, no...
In this replication study, we examined gender differences in students' math competence-related beliefs from 9th to 12th grade and tested gender differences within four racial/ethnic groups. In order to test the potential historical changes in these patterns and to counteract the replication crisis in psychology, this study employed six U.S. dataset...
Though one might imagine that traditional gender stereotypes about math have lessened over the years, this assumption remains to be tested. We know little about the extent to which parents’ gender stereotypes about math abilities and their correlates have changed over time or the extent to which they replicate across research methods and racial/eth...
In this chapter, we examined the relations between constructs found within expectancy-value theory (EVT), now called situated expectancy-value theory (SEVT), and engagement dimensions. We first discuss the various definitions of the five proposed dimensions of engagement and discuss how some of these definitions share overlap with how constructs in...
Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1-12 (N = 1069, ages 6-18, 92% White, 2% Black, 51% female, collecte...
At the peak of the COVID-19 pandemic nearly 1.6 billion learners (94% of the world’s student population) were affected by the closure of educational institutions. The imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distan...
Intellectual virtues are gaining popularity in higher education as students, and citizens more broadly, face a torrent of (mis)information in the digital age. To foster the development of individuals with the attributes of careful, reflective thinking consonant with the ideals of liberal education, intellectual character education is being promoted...
Theories of cognitive development among emerging adults posit that environmental and age-related influences are responsible for individual differences in complex reasoning abilities. Exposure to and engagement with a diverse set of ideas and perspectives is stipulated to provide a context for which individuals are positioned to coordinate, integrat...
A perceived fit between personal values and what a career offers is critical for college students pursuing and persisting in that career. We, therefore, investigated the career values of engineering undergraduates through language in two different studies. Study 1 (N = 35) examined students’ written post-graduation plans for agentic and communal ca...
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 goa...
Informed by Eccles and colleagues’ expectancy-value theory and Möller and Marsh’s dimensional comparison theory, we examined cross-domain intra-individual 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...
( Anaesthesia . 2021;76:312–319. doi: 10.1111/anae.15313. Epub November 2, 2020)
Before the onset of the COVID-19 (SARS-CoV-2) global pandemic, data from the National Obstetric Anaesthesia Database suggests that regional anesthesia (RA), as opposed to general anesthesia (GA), was used in 91% of all cesarean deliveries (CD) performed. In the time si...
Gender differences in university students’ well-being and mental health are prominent concerns in higher education. During the COVID-19 pandemic, male and female students have reported specific stressors that have impacted their well-being and mental health, including difficulty concentrating, concerns about academic performance, and classroom work...
The saying-is-believing effect is an important step for changing students’ attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investiga...
Teachers’ perceived teaching competence is a multifaceted motivational factor that can shape their instructional decisions, persistence, and engagement in teaching. However, existing evidence on the theorized associations between teachers’ perceived competence (e.g., perceived effectiveness in the classroom) and important student outcomes such as s...
We review work on the development of children's and adolescents’ achievement motivation, focusing on recent advances in the empirical work in the field and commenting on the status of current theories prominent in the literature. We first focus on the main theories guiding the field and the development of motivational beliefs, values, and goals; in...
Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, an...
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 occupatio...
This study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a wee...
Believing that one is either a “math person” or a “language person” can have important implications for students’ engagement and performance in different activities and for their educational and career choices. One important source of information children use to form such self-relevant motivational beliefs are dimensional comparisons; that is, stud...
Believing that one is either a “math person” or a “language person” can have important implications for students’ engagement and performance in different activities and for their educational and career choices. One important source of information children use to form such self-relevant motivational beliefs are dimensional comparisons; that is, stud...
Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of...
Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task...
This study utilized growth curves and change models to understand the impact of student perceptions of teacher caring on the development of math motivation for an ethnically and linguistically diverse sample of adolescents in middle school (N = 1926) and high school (N = 1531). Using an expectancy-value framework, growth curves revealed declining m...
Socializer-driven processes were analyzed by investigating effects of perceived mothers’, fathers’, and teachers’ social support on adolescents’ depressive symptoms and risky behavior across each academic year in high school. Furthermore, we analyzed the co-development of parents’ and teachers’ social support and adolescents’ depressive symptoms an...
At the onset of the global pandemic of COVID-19 (SARS-CoV-2), guidelines recommended using regional anaesthesia for caesarean section in preference to general anaesthesia. National figures from the UK suggest that 8.75% of over 170,000 caesarean sections are performed under general anaesthetic. We explored whether general anaesthesia rates for caes...
The authors connect Möller and Marsh’s dimensional comparison theory with Eccles, Wigfield, and colleagues’ expectancy-value theory of achievement performance and choice, to help explain the observed relations between key constructs in expectancy-value theory and their relations to individuals’ achievement outcomes by specifying processes that unde...
Early exposure to stressful life events is associated with greater risk of chronic diseases and mental health problems, including anxiety. However, there is significant variation in how individuals respond to environmental adversity, perhaps due to individual differences in processing and regulating emotional information. Differences in cognitive c...
Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for rese...
Many fields in academia face problems with either same named scales measuring what are actually different constructs (i.e., the jingle fallacies) or differently named scales measuring the same construct (i.e., the jangle fallacies). In this study, we examined the overlap between a set of 10 measures of self-related beliefs of academic motivation co...
Each year, 2.5 million children in the United States are homebound due to illness. This paper explores the possible implications of being homebound for child development and well-being, drawing on Bronfenbrenner's bioecological systems theory of human development and Ryan and Deci's self-determination theory. This paper also explores the potential...
We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equa...
We discuss the development of Eccles, Wigfield, and colleagues' expectancy-value model of achievement motivation (now called SEVT for situated expectancy value theory) and review the research on the part of the model that concerns the development of children's expectancies and values and their relations to performance and activity choice. We focus...
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...
This chapter begins with a discussion of the nature of children’s achievement motivation and how it develops over the school years, with a focus on the competence-related belief, value, goal, interest, and intrinsic motivation aspects of motivation that have been emphasized in much recent research on motivation. Following is a discussion of how dif...
Supporting the Education of Homebound Children Through Semi-autonomous Telepresence Robots
Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristic...
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-gra...
Gender role beliefs (i.e., beliefs about gender-specific responsibilities) predict one’s educational and occupational aspirations and choices (Eccles et al., 1983; Schoon and Parsons, 2002). Focusing on STEM careers, we aim to examine the extent to which traditional work/family related gender role beliefs (TGRB) in adolescence predict within and ac...
The Cambridge Handbook of Motivation and Learning - by K. Ann Renninger February 2019
Individuals' social experiences are associated with their mental health, physical health, and even mortality. Over the last 30 years, researchers have examined the ways in which these social experiences might be associated with chronic inflammation—a component underlying many of the chronic diseases of aging. Little research, however, has examined...
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 individual. Res...
This study used variable- and pattern-centered approaches to better capture the impact of adolescents’ joint developmental trajectories of subjective task values (STVs) in three domains (Finnish, math and science, and social subject) from grades 9 to 11 on science, technology, engineering, and mathematics (STEM) aspirations at four years postsecond...
Massive Open Online Courses (MOOCs) have the potential to democratize education by providing learners with access to high-quality free online courses. However, evidence supporting this democratization across countries is limited. We explored the question of MOOC democratization by conducting cross-national comparisons of gender differences in the e...
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. Wi...
Drawing on Eccles' expectancy-value model of achievement-related choices, we examined how work values predict individual and gender differences in sciences, technology, engineering, and math (STEM) participations in early adulthood (ages of 25/27, 6 or 8 years after postsecondary school), controlling for subjective task values attached to academic...
We review work on the development of children and adolescents’ expectancy and competence beliefs for academic achievement domains across the elementary and secondary school years, and how they become calibrated to children's performance. The work reviewed stems from prominent achievement motivation theories: expectancy-value theory, social cognitiv...
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 constrain...
Student perceptions of the classroom environment are used as a policy-relevant marker of teacher quality. Yet the influences on students' perceptions are less well understood. We examined (a) whether individual-level factors (achievement goals, perceptions of their previous classroom, and teacher ratings of ability) were associated with students' p...
A variable and person-centered approach was applied to understand the development of cross domain self-concepts of ability, patterns of math and English self-concepts of ability throughout adolescence, and their associations with college major. An expectancy-value perspective was integrated with dimensional comparison theory to understand how math...
Student ratings of teaching quality have been shown to be powerful predictors of important academic outcome variables. This is the case despite the fact that students from the same classroom can perceive teaching quality quite differently in their own idiosyncratic ways. These differences among students in the same classroom are typically dismissed...
In this article we explore the factors associated with women’s choices to pursue Science, Technology, Engineering, and Mathematics (STEM) careers. Two 20-year longitudinal studies that were conducted in the United States surveyed adolescents on their educational and career aspirations. Interviews were conducted with a special subset of women when t...