Jacquelynne S. Eccles - Böcker

This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance.Key Features* Coverage of the major theories and constructs in the motivation field* Focus on developmental issues across the elementary and secondary school period* Discussion of instructional and theoretical issues regarding motivation* Consideration of gender and ethnic differences in motivation

School-aged children in the U.S. and other Western nations spend almost half of their waking hours in leisure activities. For some, out-of-school time is perceived as inconsequential or even counterproductive to the health and well-being of young persons. Recently, however, there has been a growing recognition that--along with family, peers, and school--the organized activities in which some youth participate during these hours are important contexts of emotional, social, and civic development. They provide opportunities for young persons to learn and develop competencies that are largely neglected by schools. At the same time, communities and national governments are now channeling considerable resources into creating organized activities for young people's out-of-school time. This volume brings together a multidisciplinary, international group of experts to provide conceptual, empirical, and policy-relevant advances in research on children's and adolescents' participation in the developmental contexts represented by extracurricular activities, and after-school and community programs. Organized Activities as Contexts of Development provides a handbook-like coverage of research in this new emerging field. It considers a broad developmental time-span from middle childhood through early adulthood, providing information on how motivation, participation, and developmental experiences change as youth get older. The contents cover one of the most salient topics in child and adolescent research, education, and social policy, placing consistent emphasis on developmental aspects and implications of organized activity participation for young persons. Representing contributors from several fields of study--psychology, criminal justice, leisure science, sociology, human development, education, prevention, and public policy--the book is designed to appeal to students and scholars in all these areas. Additionally, the volume is written to be of interest to professionals who administer programs and develop policy on youth.

School-aged children in the U.S. and other Western nations spend almost half of their waking hours in leisure activities. For some, out-of-school time is perceived as inconsequential or even counterproductive to the health and well-being of young persons. Recently, however, there has been a growing recognition that--along with family, peers, and school--the organized activities in which some youth participate during these hours are important contexts of emotional, social, and civic development. They provide opportunities for young persons to learn and develop competencies that are largely neglected by schools. At the same time, communities and national governments are now channeling considerable resources into creating organized activities for young people's out-of-school time. This volume brings together a multidisciplinary, international group of experts to provide conceptual, empirical, and policy-relevant advances in research on children's and adolescents' participation in the developmental contexts represented by extracurricular activities, and after-school and community programs. Organized Activities as Contexts of Development provides a handbook-like coverage of research in this new emerging field. It considers a broad developmental time-span from middle childhood through early adulthood, providing information on how motivation, participation, and developmental experiences change as youth get older. The contents cover one of the most salient topics in child and adolescent research, education, and social policy, placing consistent emphasis on developmental aspects and implications of organized activity participation for young persons. Representing contributors from several fields of study--psychology, criminal justice, leisure science, sociology, human development, education, prevention, and public policy--the book is designed to appeal to students and scholars in all these areas. Additionally, the volume is written to be of interest to professionals who administer programs and develop policy on youth.

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include:Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include:Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.

This special issue covers different aspects of life course development. The central argument of the first paper is that human development should be viewed as the product of the interpenetration of cultural and biological processes. The following article outlines how current sociology constructs life courses. The notion of developmental biocultural co-constructivism and specifically the zone within which human development can be expressed is the focus of the third paper. Next, a developmental account of civic engagement and political participation is provided. Finally, the special issue concludes with a paper marking individual differences in patterns of rhesus monkey biobehavioral development through the life span.

What is the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females? Does the school context matter, and to what extent do educational experiences influence young people's self-concept, values and their outlook to the future? Do teenage aspirations influence later outcomes regarding educational attainment and the assumption of work and family related roles? These questions and more are addressed in the chapters of this book, following lives over time and in context. The book is both innovative and timely, moving the discussion of gender inequalities forward, providing a dynamic and contextualized account of the way gendered lives evolve. Chapters address the role of institutional structures and the wider socio-historical context in helping young men and women to realize their ambitions. A unique feature is the longitudinal perspective, examining the role of multiple interlinked influences on individual life planning and attainment.

What is the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females? Does the school context matter, and to what extent do educational experiences influence young people's self-concept, values and their outlook to the future? Do teenage aspirations influence later outcomes regarding educational attainment and the assumption of work and family related roles? These questions and more are addressed in the chapters of this book, following lives over time and in context. The book is both innovative and timely, moving the discussion of gender inequalities forward, providing a dynamic and contextualized account of the way gendered lives evolve. Chapters address the role of institutional structures and the wider socio-historical context in helping young men and women to realize their ambitions. A unique feature is the longitudinal perspective, examining the role of multiple interlinked influences on individual life planning and attainment.

Parents believe what they do matters. But, how does it matter? How do parents’ beliefs about their children early on translate into the choices those children make as adolescents? The Eccles' expectancy-value model asserts that parents' beliefs about their children during childhood predict adolescents' achievement-related choices through a sequence of processes that operate in a cumulative, cascading fashion over time. Specifi cally, parents' beliefs predict parents' behaviors that predict their children's motivational beliefs. Those beliefs predict children's subsequent choices. Using data from the Childhood and Beyond Study (92% European American; N 723), we tested these predictions in the activity domains of sports, instrumental music, mathematics, and reading across a 12-year period. In testing these predictions, we looked closely at the idea of reciprocal infl uences and at the role of child gender as a moderator. The cross-lagged models generally supported the bidirectional influences described in Eccles' expectancy-value model. Furthermore, the findings demonstrated that: (a) these relations were stronger in the leisure domains than in the academic domains, (b) these relations did not consistently vary based on youth gender, (c) parents were stronger predictors of their children's beliefs than vice versa, and (d) adolescents' beliefs were stronger predictors of their behaviors than the reverse. The findings presented in this monograph extend our understanding of the complexity of families, developmental processes that unfold over time, and the extent to which these processes are universal across domains and child gender.

This special issue covers different aspects of life course development. The central argument of the first paper is that human development should be viewed as the product of the interpenetration of cultural and biological processes. The following article outlines how current sociology constructs life courses. The notion of developmental biocultural co-constructivism and specifically the zone within which human development can be expressed is the focus of the third paper. Next, a developmental account of civic engagement and political participation is provided. Finally, the special issue concludes with a paper marking individual differences in patterns of rhesus monkey biobehavioral development through the life span.

How do young people determine what activities they value--and are good at? What motivates an individual to choose a particular career? What key factors should be addressed in interventions to enhance academic engagement? This book offers the first comprehensive presentation of Situated Expectancy–Value Theory (SEVT), a multidimensional model that has guided research into motivation and achievement for over 40 years. SEVT originators Jacquelynne S. Eccles and Allan Wigfield are joined by leading SEVT proponents to describe the model's development and unpack its constituent parts. They reflect on how their long and productive collaboration took shape; discuss lessons learned about the individual, family, school, and sociocultural factors that shape motivation; review cutting-edge methodological developments and intervention studies; and provide a vital blueprint for future SEVT research.

How do young people determine what activities they value--and are good at? What motivates an individual to choose a particular career? What key factors should be addressed in interventions to enhance academic engagement? This book offers the first comprehensive presentation of Situated Expectancy–Value Theory (SEVT), a multidimensional model that has guided research into motivation and achievement for over 40 years. SEVT originators Jacquelynne S. Eccles and Allan Wigfield are joined by leading SEVT proponents to describe the model's development and unpack its constituent parts. They reflect on how their long and productive collaboration took shape; discuss lessons learned about the individual, family, school, and sociocultural factors that shape motivation; review cutting-edge methodological developments and intervention studies; and provide a vital blueprint for future SEVT research.