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Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches.

The Journal of social issues

Peck SC, Roeser RW, Zarrett N, Eccles JS.
PMID: 19543445
J Soc Issues. 2008;64(1):135-156. doi: 10.1111/j.1540-4560.2008.00552.x.

This longitudinal study examines how extracurricular activity involvement contributes to "educational resilience"-the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and...

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Peck SC, Roeser RW, Zarrett N, et al. Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches. J Soc Issues. 2008;64(1):135-156doi: 10.1111/j.1540-4560.2008.00552.x.
Peck, S. C., Roeser, R. W., Zarrett, N., & Eccles, J. S. (2008). Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches. The Journal of social issues, 64(1), 135-156. https://doi.org/10.1111/j.1540-4560.2008.00552.x
Peck, Stephen C, et al. "Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches." The Journal of social issues vol. 64,1 (2008): 135-156. doi: https://doi.org/10.1111/j.1540-4560.2008.00552.x
Peck SC, Roeser RW, Zarrett N, Eccles JS. Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches. J Soc Issues. 2008;64(1):135-156. doi: 10.1111/j.1540-4560.2008.00552.x. PMID: 19543445; PMCID: PMC2699299.
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Predicting Late Adolescent Anxiety From Early Adolescent Environmental Stress Exposure: Cognitive Control as Mediator.

Frontiers in psychology

Tsai N, Jaeggi SM, Eccles JS, Atherton OE, Robins RW.
PMID: 32849080
Front Psychol. 2020 Aug 11;11:1838. doi: 10.3389/fpsyg.2020.01838. eCollection 2020.

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...

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Tsai N, Jaeggi SM, Eccles JS, et al. Predicting Late Adolescent Anxiety From Early Adolescent Environmental Stress Exposure: Cognitive Control as Mediator. Front Psychol. 2020;11:1838doi: 10.3389/fpsyg.2020.01838.
Tsai, N., Jaeggi, S. M., Eccles, J. S., Atherton, O. E., & Robins, R. W. (2020). Predicting Late Adolescent Anxiety From Early Adolescent Environmental Stress Exposure: Cognitive Control as Mediator. Frontiers in psychology, 111838. https://doi.org/10.3389/fpsyg.2020.01838
Tsai, Nancy, et al. "Predicting Late Adolescent Anxiety From Early Adolescent Environmental Stress Exposure: Cognitive Control as Mediator." Frontiers in psychology vol. 11 (2020): 1838. doi: https://doi.org/10.3389/fpsyg.2020.01838
Tsai N, Jaeggi SM, Eccles JS, Atherton OE, Robins RW. Predicting Late Adolescent Anxiety From Early Adolescent Environmental Stress Exposure: Cognitive Control as Mediator. Front Psychol. 2020 Aug 11;11:1838. doi: 10.3389/fpsyg.2020.01838. eCollection 2020. PMID: 32849080; PMCID: PMC7432129.
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Manifesto for new directions in developmental science.

New directions for child and adolescent development

Barbot B, Hein S, Trentacosta C, Beckmann JF, Bick J, Crocetti E, Liu Y, Rao SF, Liew J, Overbeek G, Ponguta LA, Scheithauer H, Super C, Arnett J, Bukowski W, Cook TD, Côté J, Eccles JS, Eid M, Hiraki K, Johnson M, Juang L, Landi N, Leckman J, McCardle P, Mulvey KL, Piquero AR, Preiss DD, Siegler R, Soenens B, Yousafzai AK, Bornstein MH, Cooper CR, Goossens L, Harkness S, van IJzendoorn MH.
PMID: 32960503
New Dir Child Adolesc Dev. 2020 Jul;2020(172):135-149. doi: 10.1002/cad.20359. Epub 2020 Sep 22.

Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that...

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Barbot B, Hein S, Trentacosta C, et al. Manifesto for new directions in developmental science. New Dir Child Adolesc Dev. 2020;2020(172):135-149doi: 10.1002/cad.20359.
Barbot, B., Hein, S., Trentacosta, C., Beckmann, J. F., Bick, J., Crocetti, E., Liu, Y., Rao, S. F., Liew, J., Overbeek, G., Ponguta, L. A., Scheithauer, H., Super, C., Arnett, J., Bukowski, W., Cook, T. D., Côté, J., Eccles, J. S., Eid, M., Hiraki, K., Johnson, M., Juang, L., Landi, N., Leckman, J., McCardle, P., Mulvey, K. L., Piquero, A. R., Preiss, D. D., Siegler, R., Soenens, B., Yousafzai, A. K., Bornstein, M. H., Cooper, C. R., Goossens, L., Harkness, S., & van IJzendoorn, M. H. (2020). Manifesto for new directions in developmental science. New directions for child and adolescent development, 2020(172), 135-149. https://doi.org/10.1002/cad.20359
Barbot, Baptiste, et al. "Manifesto for new directions in developmental science." New directions for child and adolescent development vol. 2020,172 (2020): 135-149. doi: https://doi.org/10.1002/cad.20359
Barbot B, Hein S, Trentacosta C, Beckmann JF, Bick J, Crocetti E, Liu Y, Rao SF, Liew J, Overbeek G, Ponguta LA, Scheithauer H, Super C, Arnett J, Bukowski W, Cook TD, Côté J, Eccles JS, Eid M, Hiraki K, Johnson M, Juang L, Landi N, Leckman J, McCardle P, Mulvey KL, Piquero AR, Preiss DD, Siegler R, Soenens B, Yousafzai AK, Bornstein MH, Cooper CR, Goossens L, Harkness S, van IJzendoorn MH. Manifesto for new directions in developmental science. New Dir Child Adolesc Dev. 2020 Jul;2020(172):135-149. doi: 10.1002/cad.20359. Epub 2020 Sep 22. PMID: 32960503.
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Career Development From Adolescence Through Emerging Adulthood Insights From Information Technology Occupations.

Journal of adolescent research

Messersmith EE, Garrett JL, Davis-Kean PE, Malanchuk O, Eccles JS.
PMID: 22837591
J Adolesc Res. 2008 Mar;23(2):206-227. doi: 10.1177/0743558407310723.

Career development theories suggest that social-contextual experiences are influential in individuals' career interests, aspirations, and skill development and may be a source of gender and ethnic differences in certain career fields. In this mixed methods study, we examine the...

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Messersmith EE, Garrett JL, Davis-Kean PE, et al. Career Development From Adolescence Through Emerging Adulthood Insights From Information Technology Occupations. J Adolesc Res. 2008;23(2):206-227doi: 10.1177/0743558407310723.
Messersmith, E. E., Garrett, J. L., Davis-Kean, P. E., Malanchuk, O., & Eccles, J. S. (2008). Career Development From Adolescence Through Emerging Adulthood Insights From Information Technology Occupations. Journal of adolescent research, 23(2), 206-227. https://doi.org/10.1177/0743558407310723
Messersmith, Emily E, et al. "Career Development From Adolescence Through Emerging Adulthood Insights From Information Technology Occupations." Journal of adolescent research vol. 23,2 (2008): 206-227. doi: https://doi.org/10.1177/0743558407310723
Messersmith EE, Garrett JL, Davis-Kean PE, Malanchuk O, Eccles JS. Career Development From Adolescence Through Emerging Adulthood Insights From Information Technology Occupations. J Adolesc Res. 2008 Mar;23(2):206-227. doi: 10.1177/0743558407310723. PMID: 22837591; PMCID: PMC3403705.
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Rewards of reading: Toward the development of possible selves and identities.

International journal of educational research

Richardson PW, Eccles JS.
PMID: 24659853
Int J Educ Res. 2007;46(6):341-356. doi: 10.1016/j.ijer.2007.06.002.

Children's voluntary reading positively correlates with school grades, vocabulary growth, reading comprehension, verbal fluency, general information, and attitudes towards reading. Drawing on qualitative interviews collected alongside six waves of longitudinal survey data in an urban setting in eastern USA,...

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Richardson PW, Eccles JS. Rewards of reading: Toward the development of possible selves and identities. Int J Educ Res. 2007;46(6):341-356doi: 10.1016/j.ijer.2007.06.002.
Richardson, P. W., & Eccles, J. S. (2007). Rewards of reading: Toward the development of possible selves and identities. International journal of educational research, 46(6), 341-356. https://doi.org/10.1016/j.ijer.2007.06.002
Richardson, Paul W, and Eccles, Jacquelynne S. "Rewards of reading: Toward the development of possible selves and identities." International journal of educational research vol. 46,6 (2007): 341-356. doi: https://doi.org/10.1016/j.ijer.2007.06.002
Richardson PW, Eccles JS. Rewards of reading: Toward the development of possible selves and identities. Int J Educ Res. 2007;46(6):341-356. doi: 10.1016/j.ijer.2007.06.002. PMID: 24659853; PMCID: PMC3961486.
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The Value of an Off-Diagonal Approach.

The Journal of social issues

Eccles JS.
PMID: 20411045
J Soc Issues. 2008 Mar 01;64(1):227-233. doi: 10.1111/j.1540-4560.2008.00558.x.

No abstract available.

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Eccles JS. The Value of an Off-Diagonal Approach. J Soc Issues. 2008;64(1):227-233doi: 10.1111/j.1540-4560.2008.00558.x.
Eccles, J. S. (2008). The Value of an Off-Diagonal Approach. The Journal of social issues, 64(1), 227-233. https://doi.org/10.1111/j.1540-4560.2008.00558.x
Eccles, Jacquelynne S. "The Value of an Off-Diagonal Approach." The Journal of social issues vol. 64,1 (2008): 227-233. doi: https://doi.org/10.1111/j.1540-4560.2008.00558.x
Eccles JS. The Value of an Off-Diagonal Approach. J Soc Issues. 2008 Mar 01;64(1):227-233. doi: 10.1111/j.1540-4560.2008.00558.x. PMID: 20411045; PMCID: PMC2857341.
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Stress of university students before and after campus closure in response to COVID-19.

Journal of community psychology

von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles JS.
PMID: 33786864
J Community Psychol. 2022 Jan;50(1):285-301. doi: 10.1002/jcop.22561. Epub 2021 Mar 31.

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...

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von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, et al. Stress of university students before and after campus closure in response to COVID-19. J Community Psychol. 2021;50(1):285-301doi: 10.1002/jcop.22561.
von Keyserlingk, L., Yamaguchi-Pedroza, K., Arum, R., & Eccles, J. S. (2022). Stress of university students before and after campus closure in response to COVID-19. Journal of community psychology, 50(1), 285-301. https://doi.org/10.1002/jcop.22561
von Keyserlingk, Luise, et al. "Stress of university students before and after campus closure in response to COVID-19." Journal of community psychology vol. 50,1 (2022): 285-301. doi: https://doi.org/10.1002/jcop.22561
von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles JS. Stress of university students before and after campus closure in response to COVID-19. J Community Psychol. 2022 Jan;50(1):285-301. doi: 10.1002/jcop.22561. Epub 2021 Mar 31. PMID: 33786864; PMCID: PMC8250790.
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Stress of university students before and after campus closure in response to COVID-19.

Journal of community psychology

von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles JS.
PMID: 33786864
J Community Psychol. 2021 Mar 31; doi: 10.1002/jcop.22561. Epub 2021 Mar 31.

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...

Cite
von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, et al. Stress of university students before and after campus closure in response to COVID-19. J Community Psychol. 2021;doi: 10.1002/jcop.22561.
von Keyserlingk, L., Yamaguchi-Pedroza, K., Arum, R., & Eccles, J. S. (2021). Stress of university students before and after campus closure in response to COVID-19. Journal of community psychology, . https://doi.org/10.1002/jcop.22561
von Keyserlingk, Luise, et al. "Stress of university students before and after campus closure in response to COVID-19." Journal of community psychology vol. (2021). doi: https://doi.org/10.1002/jcop.22561
von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles JS. Stress of university students before and after campus closure in response to COVID-19. J Community Psychol. 2021 Mar 31; doi: 10.1002/jcop.22561. Epub 2021 Mar 31. PMID: 33786864; PMCID: PMC8250790.
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Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context.

Applied developmental science

Zaff JF, Malanchuk O, Eccles JS.
PMID: 22837638
Appl Dev Sci. 2008;12(8):38-53. doi: 10.1080/10888690801910567. Epub 2008 Mar 18.

Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this article we extend the theory by arguing that a...

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Zaff JF, Malanchuk O, Eccles JS. Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context. Appl Dev Sci. 2008;12(8):38-53doi: 10.1080/10888690801910567.
Zaff, J. F., Malanchuk, O., & Eccles, J. S. (2008). Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context. Applied developmental science, 12(8), 38-53. https://doi.org/10.1080/10888690801910567
Zaff, Jonathan F, et al. "Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context." Applied developmental science vol. 12,8 (2008): 38-53. doi: https://doi.org/10.1080/10888690801910567
Zaff JF, Malanchuk O, Eccles JS. Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context. Appl Dev Sci. 2008;12(8):38-53. doi: 10.1080/10888690801910567. Epub 2008 Mar 18. PMID: 22837638; PMCID: PMC3403711.
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The motivational system of task values and anticipated emotions in daily academic behavior.

Motivation and emotion

Umarji O, McPartlan P, Moeller J, Li Q, Shaffer J, Eccles J.
PMID: 34248231
Motiv Emot. 2021 Jul 03;1-18. doi: 10.1007/s11031-021-09898-y. Epub 2021 Jul 03.

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...

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Umarji O, McPartlan P, Moeller J, et al. The motivational system of task values and anticipated emotions in daily academic behavior. Motiv Emot. 2021;1-18doi: 10.1007/s11031-021-09898-y.
Umarji, O., McPartlan, P., Moeller, J., Li, Q., Shaffer, J., & Eccles, J. (2021). The motivational system of task values and anticipated emotions in daily academic behavior. Motivation and emotion, 1-18. https://doi.org/10.1007/s11031-021-09898-y
Umarji, Osman, et al. "The motivational system of task values and anticipated emotions in daily academic behavior." Motivation and emotion vol. (2021): 1-18. doi: https://doi.org/10.1007/s11031-021-09898-y
Umarji O, McPartlan P, Moeller J, Li Q, Shaffer J, Eccles J. The motivational system of task values and anticipated emotions in daily academic behavior. Motiv Emot. 2021 Jul 03;1-18. doi: 10.1007/s11031-021-09898-y. Epub 2021 Jul 03. PMID: 34248231; PMCID: PMC8254449.
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Stress of university students before and after campus closure in response to COVID-19.

Journal of community psychology

von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles JS.
PMID: 33786864
J Community Psychol. 2022 Jan;50(1):285-301. doi: 10.1002/jcop.22561. Epub 2021 Mar 31.

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...

Cite
von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, et al. Stress of university students before and after campus closure in response to COVID-19. J Community Psychol. 2021;50(1):285-301doi: 10.1002/jcop.22561.
von Keyserlingk, L., Yamaguchi-Pedroza, K., Arum, R., & Eccles, J. S. (2022). Stress of university students before and after campus closure in response to COVID-19. Journal of community psychology, 50(1), 285-301. https://doi.org/10.1002/jcop.22561
von Keyserlingk, Luise, et al. "Stress of university students before and after campus closure in response to COVID-19." Journal of community psychology vol. 50,1 (2022): 285-301. doi: https://doi.org/10.1002/jcop.22561
von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles JS. Stress of university students before and after campus closure in response to COVID-19. J Community Psychol. 2022 Jan;50(1):285-301. doi: 10.1002/jcop.22561. Epub 2021 Mar 31. PMID: 33786864; PMCID: PMC8250790.
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Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices.

Contemporary educational psychology

Anderman EM, Eccles JS, Yoon KS, Roeser R, Wigfield A, Blumenfeld P.
PMID: 11161641
Contemp Educ Psychol. 2001 Jan;26(1):76-95. doi: 10.1006/ceps.1999.1043.

Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes...

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Anderman EM, Eccles JS, Yoon KS, et al. Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. Contemp Educ Psychol. 2001;26(1):76-95doi: 10.1006/ceps.1999.1043.
Anderman, E. M., Eccles, J. S., Yoon, K. S., Roeser, R., Wigfield, A., & Blumenfeld, P. (2001). Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. Contemporary educational psychology, 26(1), 76-95. https://doi.org/10.1006/ceps.1999.1043
Anderman, Eric M., et al. "Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices." Contemporary educational psychology vol. 26,1 (2001): 76-95. doi: https://doi.org/10.1006/ceps.1999.1043
Anderman EM, Eccles JS, Yoon KS, Roeser R, Wigfield A, Blumenfeld P. Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. Contemp Educ Psychol. 2001 Jan;26(1):76-95. doi: 10.1006/ceps.1999.1043. PMID: 11161641.
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Showing 1 to 12 of 26 entries