Midgley And Adler 1984 Reference

Achenbach, T. M., Howell, C. T., Quay, H. C., & Conners, C. K. (1991). National survey of problems and competencies among four to sixteen year olds. Monographs for the Society of Research in Child Development, 56(3).

Alexander, K. L., & Entwise, D. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2, Serial No. 218).

Alexander, K. L., Dauber, S. L., & Entwisle, D. R. (1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64, 801-803.

Alexander, P. A., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70, 87-10

Alexander, P. A., Kulikowich, J. M., & Jetton, T. L. (1994). The role of subject-matter knowledge and interest in the processing of linear and nonlinear texts. Review of Educational Research, 64, 201-252.

Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950-967.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Ames, C., & Ames, R. (Eds.). (1989). Research on motivation in education (Vol. 3: Goals and cognitions). San Diego: Academic Press.

Arbreton, A. J., & Eccles, J. S. (1994). Mother's Perceptions of Their Children During the Transition from Kindergarten to Formal Schooling: The Effect of Teacher Evaluations on Parents' Expectations for Their Early Elementary School Children. American Educational Research Association Conference, New Orleans, LA.

Asher, S. R., Hymel, S., & Renshaw, P. D. (1984). Loneliness in Children. Child Development, 55, 1456-1464.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1994). Self-efficacy: The exercise of control. New York: W. H. Freeman.

Barber, B. L., Eccles, J. S., & Stone, M. R. (2001). Whatever happened to the Jock, the Brain, and the Princess?: Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429-455.

Battle, E. (1966). Motivational determinants of academic competence. Journal of Personality and Social Psychology, 4, 534-642.

Baumert, J. (1995, April). Gender, science interest, teaching strategies and socially shared beliefs about gender roles in 7th graders—a multi-level analysis. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Benware, C. A. & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-765.

Borkowski, J. G., & Muthukrisna, N. (1995). Learning environments and skill generalization: How contexts facilitate regulatory processes and efficacy beliefs. In F. Weinert & W. Schneider (Eds.), Recent perspectives on memory development. (pp. 283-300). Hillsdale, NJ: Erlbaum.

Borkowski, J. G., Carr, M., Relliger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacogni-tion, attributions, and self-esteem. In B. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (Vol. 1) (pp. 52-92). Hillsdale, NJ: Erlbaum.

Burhans, K. K., & Dweck, C. S. (1995). Helplessness in early childhood: The role of contingent worth. Child Development, 66, 1719-1738.

Butler, R. (1989a). Interest in the task and interest in peers' work: A developmental study. Child Development, 60, 562-570.

Butler, R. (1989b). Mastery versus ability appraisal: A developmental study of children's observations of peers' work. Child Development, 60, 1350-1361.

Butler, R. (1990). The effects of mastery and competitive conditions on self-assessment at different ages. Child Development, 61, 201-210.

Butler, R. (1993). Effects of task- and ego-achievement goals on information seeking during task engagement. Journal of Personality and Social Psychology, 65, 18-31.

Butler, R., & Ruzany, N. (1993). Age and socialization effects on the development of social comparison motives and normative ability assessments in kibbutz and urban children. Child Development, 64, 532-543.

Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early School Dropout: Configurations and Determinants. Child Development, 60, 1437-1452.

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In R. Gunnar & L. A. Sroufe (Eds.), Minnesota symposia on child psychology (Vol. 23, pp. 43-77). Hillsdale, NJ: Erlbaum.

Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African American Youth: Context, self, and action outcomes in school. Child Development, 65, 493-506.

Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school Reform. New York: Cambridge University Press.

Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.

Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience (pp. 15-35). Cambridge: Cambridge University Press.

Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.

Deci, E.L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

Denison, J. A, Zarrett, N. R., & Eccles, J. S. (under review) I like to do it, I am able and I know it: Longitudinal coupling between domain specific ability/achievement, self concepts and interests. Manuscript under review.

Dryfoos, J. G. (1990). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.

Dryfoos, J. G. (1994). Full service schools: A revolution in health and social services for children, youth, and families. San Francisco: Jossey-Bass Publishers.

Duda, J. L. & Ntoumanis, N. (2005). After-school sport for children: Implications of a task-involving motivational climate. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. (pp. 311-330). Mahwah, NJ: Erlbaum.

Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674-685.

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press,

Dweck, C. S., & Goetz, T. E. (1978). Attributions and learned helplessness. In J. H. Harvey, W. Ickes, & R. F. Kidd (Eds.), New directions in attribution research (Vol. 2). Hillsdale, NJ: Erlbaum.

Dweck, C. S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom, and III. An experimental analysis. Developmental Psychology, 14, 268-276.

Dweck, C. S., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

Eccles, J. S. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11, 135-172.

Eccles, J. S. (1993). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choice. In J. Jacobs (Ed.), Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp. 145-208). Lincoln: University of Nebraska Press.

Eccles, J. S., Adler, T. F., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43.

Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14, 10-43.

Eccles, J. S., Barber, B., & Jozefowicz, D. (1999). Linking gender to education, occupation, and recreational choices:

Applying the Eccles et al. model of achievement-related choices. In W. B. Swann, J. H. Langlois, & L. A. Gilbert (Ed.), Sexism and stereotypes in modern society: The gender science of Janet Taylor Spence (pp. 153-192). Washington, DC: APA Press.

Eccles, J., & Bryan, J., (1994). Adolescence: Critical crossroad in the path of gender-role development. In M. R. Stevenson (Ed.), Gender roles through the life span (pp. 110-147). Muncie, IN: Ball State University Press

Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 3, goals and cognitions (pp. 13-44). New York: Academic Press.

Eccles, J. S., Midgley, C., & Adler, T. (1984). Grade related changes in the school environment: Effects on achievement motivation. In J. Nicholls (Ed.), Advances in motivation and achievement (Vol. 3, pp. 283-331). Greenwich: JAI Press.

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on adolescents' experiences in schools and families. American Psychologist, 48, 90-101.

Eccles, J. S., Roeser, R. Wigfield, A., & Freedman-Doan, C. (1999). Academic and motivational pathways through middle childhood. In L. Balter & C. S. Tamis-Lemonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 287-317). London: Taylor & Francis.

Eccles, J. S., Vida, M. N., & Barber, B. (2004). The relation of early adolescents' college plans and both academic ability and task-value beliefs to subsequent college enrollment. Journal of Early Adolescence, 24, 63-77.

Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.

Eccles, J. S., Wigfield, A., Flanagan, C., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310

Eccles, J. S., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847.

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation. In N. Eisenberg (Ed.), Handbook of child psychology (pp. 1017-1095). New York: Wiley.

Eccles-Parsons, J., Adler, T. F., Futterman, R., Goff, S.B., Kac-zala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: W. H. Freeman.

Eccles-Parsons, J., Meece, J. L., Adler, T. F., & Kaczala, C. M. (1982). Sex differences in attributions and learned helplessness. Sex Roles, 8, 421-432.

Eder, F. (1992). Schulklima und Entwicklung allgemeiner Interessen. In A. Krapp & M. Prenzel (Eds.), Interesse, lernen, leistung(pp. 165-194). Munster: Aschendorff.

Erikson, E. H. (1959). Identity and the life cycle. Psychological Issues, 1, 18-164.

Erikson, E. H. (1968). Identity, youth and crisis. New York: Norton.

Feather, N. T. (1982). Expectations and actions: Expectancy-value models in psychology. Hillsdale, NJ: Erlbaum

Feather, N. T. (1992). Values, valences, expectations, and actions. Journal of Social Issues, 48, 109-124.

Fincham, F. D., & Cain, K. M. (1986). Learned helplessness in humans: A developmental analysis. Developmental Review, 6, 301-333.

Ford, M. E. (1992). Human motivation: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.

Ford, M. E., & Nichols, C. W. (1987). A taxonomy of human goals and some possible application. In M. E. Ford & D. H. Ford (Eds.), Humans as self-constructing living systems: Putting the framework to work (pp. 289-311). Hillsdale NJ: Erlbaum.

Fosterling, F. (1985). Attributional retraining: A review. Psychological Bulletin, 98, 495-512.

Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence. Developmental Psychology, 38(4), 519-533.

Freedman-Doan, C. R. (1994). Factors influencing the development of general, academic, and social anxiety in normal preadolescent children. Unpublished doctoral dissertation, Detroit, MI: Wayne State University.

Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic-intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13.

Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631-645.

Harter, S. (1985). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In R. L. Leahy (Ed.), The development of the self. New York: Academic Press.

Harter, S. (1998). The development of self-representations. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, fifth edition, vol. 3: Social, emotional, and personality development (pp. 553-618). New York: Wiley.

Hedelin, L., & Sjîberg, L. (1989). The development of interests in the Swedish comprehensive school. European Journal of Psychology of Education, 4, 17-35.

Helmke, A. (1993). Die entwicklung der lernfreude vom kindergarten bis zur 5. klassenstufe. ZeitschriftfAr PÑd-agogische Psychologie, 7, 77-86.

Heyman, G. D., Dweck, C. S., & Cain, K. M. (1993). Young children's vulnerability to self-blame and helplessness: Relationships to beliefs about goodness. Child Development, 63, 401-415.

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.

Higgins, E. T., & Parsons, J. E. (1983). Social cognition and the social life of the child: Stages as subcultures. In E. T. Higgins, D. N. Ruble, & W. W. Hartup (Eds.), Social cognition and social development (pp. 15-62). Cambridge: Cambridge University Press.

Hill, K., & Sarason, S. B. (1966). The relation of test anxiety and defensiveness to test and school performance over the elementary school years: A further longitudinal study. Monographs for the Society for Research in Child Development, 31 (2, Serial No. 104).

Hill, K. T., & Wigfield, A. (1984). Test anxiety: A major educational problem and what to do about it. Elementary School Journal, 85, 105-126.

Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.

Hokoda, A., & Fincham, F. D. (1995). Origins of children's helpless and mastery achievement patterns in the family. Journal of Educational Psychology, 87, 375-385.

Jacobs, J. E., Hyatt, S., Osgood, W. D., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.

Lehrke, M. (1992). Einige lehrervariablen und ihre beziehungen zum interesse der schuler. In A. Krapp & M. Prenzel (Eds.), Interesse, lernen, leistung (pp. 123-136). Munster: Aschendorff.

Lehrke, M., Hoffmann, L. & Gardner, P. L. (Eds.). (1985). Interests in science and technology education. Kiel: Institut fur die Padagogik der Naturwissenschaften.

Loeber, R., Green, S. M., & Lahey, B. B. (1990) Mental health professionals' perception of the utility of children, mothers, and teachers as informants on childhood psychopathology. Journal of Clinical Child Psychology, 19, 136-143.

Lord, S. E., Eccles, J. S., & McCarthy, K. (1994). Surviving the junior high school transition: Family processes and self-perceptions as protective and risk factors. Journal of Early Adolescence, 14, 162-199.

Mac Iver, D. J., Stipek, D. J., & Daniels, D. H. (1991). Explaining within-semester changes in student effort in junior high school and senior high school courses. Journal of Educational Psychology, 83, 201-211.

Maehr, M. L. & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview Press. 1996

Markus, H. J., & Nurius, P. S. (1984). Self-understanding and self-regulation in middle childhood. The status of basic research on school-aged children. Washington DC: National Academy of Sciences.

Marsh, H.W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.

Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70.

Midgley, C. M. (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Erlbaum.

Nicholls, J. . (1979). Development of perception of own attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71, 94-99.

Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge: Havard University Press.

Nicholls, J. G., Cobb, P., Yackel, E., Wood, T., & Wheatley, G. (1990). Students' theories of mathematics and their mathematical knowledge: Multiple dimensions of assessment. In G. Kulm (Ed.)., Assessing higher order thinking in mathematics (pp. 137-154). Washington, DC: American Association for the Advancement of Science.

Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.

Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. Sternberg & J. Kolligan (Eds.), Competence considered. New Haven, CT: Yale University Press.

Offord, D. R., & Fleming, J. E. (1995). Child and adolescent psychiatry and public health. In M. Lewis (Ed.), Child and adolescent psychiatry: A comprehensive textbook, (2nd ed.). Baltimore : Williams & Wilkins.

Ollendick, T. H., Greene, R. W., Weist, M. D., & Oswald, D. P. (1990). The predictive validity of teacher nominations: A five year follow-up of at-risk youth. Journal of Abnormal Child Psychology, 18, 699-713.

Pallas, A. M., Entwisle, D. R., Alexander, K. L., & Stluka, M. F. (1994). Ability group effects: Instructional, social, or institutional? Sociology of Education, 67, 27-46.

Paris, S. G., & Byrnes, J. P (1989). The constructivst approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.

Parkhurst, J. T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28, 231-241.

Parsons, J., & Ruble, D. (1972). Attributional processes related to the development of achievement-related affect and expectancy. APA Proceedings, 80th Annual Convention, 105-106.

Parsons, J. E., & Ruble, D. N. (1977). The development of achievement-related expectancies. Child Development, 48, 1075-1079.

Pintrich, P. R. (2000). Issues in self-regulation theory and research. Journal of Mind & Behavior, 21, 213-219.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.

Pintrich, P. R. & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece )Eds.), Student perceptions in the classroom (pp. 149-183). .: Hillsdale, NJ Erlbaum. .

Pintrich, P. R. & Schunk, D. H., (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill.

Pressley, M., & El-Dinary, P. B. (Eds.). (1993). Strategies instruction (Special issue). Elementary School Journal, 94(2), entire issue

Rae-Grant, N., Thomas, H., Offord, D. R., & Boyle, M. H. (1989). Risk, protective factors, and the prevalence of behavioral and emotional disorders in children and adolescents. Journal of American Academy of Child and Adolescent Psychiatry, 28, 262-268.

Renninger, K. A. (1990). Children's play interests, representation, and activity. In R. Fivush & J. Hudson (Eds.), Knowing and remembering in young children (pp. 127-165). Cambridge: Cambridge University Press.

Renninger, K. A., Hidi, S. & Krapp, A. (Eds.). (1992). The role of interest in learning and development. Hillsdale, NJ: Erlbaum.

Rholes, W. S., Blackwell, J., Jordan, C., & Walters, C. (1980). A developmental study of learned helplessness. Developmental Psychology, 16, 616-624.

Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31, 729-759.

Roe, A., & Siegelman, M. (1964). The origin of interests. Washington: American Personnel and Guidance Association.

Roeser, R. W., Lord, S. E., & Eccles, J. S. (1994, February). A portrait of academic alienation in early adolescence: Motivation, mental health and family indices. Paper presented at the Society for Research on Adolescence, San Diego.

Roeser, R. W., Midgley, C., Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 113-131.

Rokeach, M. (1979). From individual to institutional values with special reference to the values of science. In M.

Rokeach (Ed.), Understanding human values (pp. 47-70). New York: Free Press.

Rosenberg, M., Schooler, C., & Schoenbach, C. (1989). Self-esteem and adolescent problems: Modeling reciprocal effects. American Sociological Review, 54, 1004-1018.

Ryan, R. M., Connell, J. P. & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2: The classroom milieu (pp. 13-51). London: Academic Press.

Ryan, R. M. (1992). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. Jacobs (Ed.), Nebraska Symposium on Motivation (Vol., 40, pp. 1-56). Lincoln: University of Nebraska Press.

Scanlon, T. K., Babkes, M. L., & Scanlan, L. A. (2005). Participation in sport: A developmental glimpse at emotion. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. (pp. 275-310). Mahwah, NJ: Erlbaum.

Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21, 3-18.

Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.

Schunk, D. H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75, 848-856.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.

Schunk, D. H. (1991) Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.

Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Hillsdale, NJ: Erlbaum.

Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorn, NY: Aldine de Gruyler.

Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage Publications.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.

Skinner, E. A., & Connell, J .P. (1986). Control understanding: Suggestions for a developmental framework. In M. M. Baltes & P. B. Baltes (Eds.), The psychology of control and aging. Hillsdale, NJ: Erlbaum.

Stein, K. F., Roeser, R. W., & Markus, H. R., (1998). Self-schemas and possible selves as predictors and outcomes of risky behaviors in adolescents. Nursing Research, 47, 96-106.

Stevenson, H. W., Parker, T., Wilkinson, A., Hegion, A., & Fish, E. (1976). Predictive value of teacher's ratings of young children. Journal of Educational Psychology, 68, 507-517.

Stipek, D. (1984). Young children's performance expectations: Logical analysis or wishful thinking? In J. Nicholls (Ed.), Advances in achievement motivation (Vol. 3): The development of achievement motivation (pp. 33-56). Greenwich, CT: JAI.

Stipek, D. J., & Daniels, D. H. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.

Stipek, D. J., & Mac Iver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521-538.

Stipek, D. J., Recchia, S., & McClintic, S. M. (1992). Self-evaluation in young children. Monographs of the Society for Research in Child Development, 57 (2, Serial No. 226)

Teigen, K. H. (1987). Intrinsic interest and the novelty-familiarity interaction. Scandinavian Journal of Psychology, 28, 199-210.

Todt, E. (1990). Entwicklung des interesses. In H. Hetzer (Ed.), Angewandte entwicklungspsychologie des kindes— und jugendalters. Wiesbaden: Quelle & Meyer.

Travers, R. M. W. (1978). Children's interests (unpublished manuscript). Kalamazoo, Michigan: Michigan University, College of Education.

Updegraff, K. A., Eccles, J. S., Barber, B. L., & O'Brien, K. M. (1996). Course enrollment as self-regulatory behavior: Who takes optional high school math courses. Learning and Individual Differences, 8, 239-259.

Vida, M. N. & Eccles, J. S. (April, 1999). The relation of early adolescent anxieties to young adults' occupational self concepts. Paper presented at the biennial meeting of the Society for Research on Child Development, Albuquerque, New Mexico.

Weisz, J. P. (1984). Contingency judgments and achievement behavior: Deciding what is controllable and when to try. In J. G. Nicholls (Ed.), The development of achievement motivation (pp. 107-136). Greenwich, CT: JAI Press.

Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement.

Review of Educational Research, 61, 1-24.

Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, ó, 49-78.

Wigfield, A., S Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24, 159-183.

Wigfield, A., S Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1-41.

Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A. Ä Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.

Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C. R., S Blumenfeld, P. C. (1997). Changes in children's competence beliefs and subjective task values across the elementary school years: A three year study. Journal of Educational Psychology, 89, 451-469.

Yoon, K. S. (1996). Testing reciprocal causal relations among expectancy, value, and academic achievement of early adolescents: A longitudinal study. Dissertation at the University of Michigan.

Zimmerman, B. J., Bandura, A., S Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.

The Power of Goals

The Power of Goals

Not getting the results you want? You Too Can Become More Productive and Get More Done So You Can Achieve Anything In Life. Introducing... The Power of Goals.

Get My Free Ebook

Post a comment