百晓学者学者目录

Jacquelynne S. Eccles

University of California, Irvine

Selected Publications

Journal Articles

  1. Glona Lee-Poon, Nayssan Safavian, Jacquelynne S. Eccles, Sandra D. Simpkins (2026). The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents. Contemporary Educational Psychology, Vol. 84.DOI
  2. Jeffrey M. DeVries, Jacquelynne S. Eccles, Richard Arum (2026). Gender-segregated trajectories to a university major and career-related motivation. Learning And Individual Differences, Vol. 126.DOI
  3. Isabell Runge, Charlott Rubach, Luise von Keyserlingk, Rebecca Lazarides, Sandra D. Simpkins, Jacquelynne S. Eccles, Richard Arum (2026). Instructional quality and motivation in higher education. Motivation and Emotion.DOI
  4. Aimable Mugabo, Jacquelynne S. Eccles (2026). Leveraging Situated Expectancy-Value Theory to Enhance Student Persistence: A Reflection-Based Approach. NACTA Journal.DOI
  5. Hanna Gaspard, Cora Parrisius, Luise von Keyserlingk, Charlott Rubach, Katsumi Yamaguchi-Pedroza, Hye Rin Lee, Marion Spengler, Christian Fischer, Jutta Heckhausen, Jacquelynne S. Eccles (2025). Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students. British Journal Of Educational Psychology, Vol. 950, No. 4.DOI
  6. Constance A. Flanagan, Matthew A. Diemer, Emanuele Bardelli, Erin Gallay, Alisa Pykett, Jacquelynne S. Eccles, Yujie Wang, Blake Ebright, Bernardette J. Pinetta (2025). Leveraging environmental civic science and the communal attainment value of STEM to foster science motivation among minoritized youth. Contemporary Educational Psychology, Vol. 83.DOI
  7. Yannan Gao, Jacquelynne S. Eccles, Anna-Lena Dicke (2025). Not a pipeline but a highway: Men's and women's STEM career trajectories from age 13 to 25. Journal Of Vocational Behavior, Vol. 156.DOI
  8. Jacquelynne S. Eccles, Allan Wigfield (2025). Expectancy value theory's contribution to unpacking the black box of motivation. Behavioral And Brain Sciences, Vol. 48.DOI
  9. Frosso Motti, Brett Paul Laursen, Jacquelynne S. Eccles (2025). In memoriam: Professor Jaana Katariina “Kata” Salmela-Aro (1961–2025). European Journal of Developmental Psychology.DOI
  10. Christine R. Starr, Glona Lee, Charlott Rubach, Yannan Gao, Nayssan S. Safavian, Anna‐Lena Dicke, Jacquelynne S. Eccles, Sandra D. Simpkins (2025). Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic Groups. Journal of Adolescence.DOI
  11. Sirui Wan, Fani Lauermann, Noah Greifer, Su Jiang, Drew H. Bailey, Jacquelynne S. Eccles (2024). The Role of Comparative Processes in Shaping the Effects of Between-Class Ability Grouping on Students' Math Ability Self-Concept. Journal Of Educational Psychology, Vol. 1160, No. 8.DOI
  12. Hye Rin Lee, Teomara Rutherford, Paul Hanselman, Fernando Rodriguez, Kevin F. Ramirez, Jacquelynne S. Eccles (2024). Role Models in Action Through YouTube Videos for Engineering Community College Students. Research In Higher Education, Vol. 65, No. 5.DOI
  13. Jacquelynne S. Eccles (2024). International comparative study of motivation: a commentary. European Journal Of Psychology Of Education, Vol. 390, No. 20.DOI
  14. Jacquelynne S. Eccles, Allan Wigfield (2024). [Review] The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues' Situated Expectancy-Value Model of Achievement Performance and Choice. Educational Psychology Review, Vol. 36, No. 2.DOI
  15. Hye Rin Lee, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S. Eccles (2024). Investigating engineering undergraduates' agentic and communal career values in writing responses. Journal Of Engineering Education, Vol. 1130, No. 2.DOI
  16. Hye Rin Lee, Xin Tang, Daniela Alvarez-Vargas, Ji Seung Yang, Drew Bailey, Sandra Simpkins, Nayssan Safavian, Hanna Gaspard, Katariina Salmela-Aro, Julia Moeller, Jacquelynne S. Eccles, Allan Wigfield (2024). Networks and directed acyclic graphs: Initial steps to efficiently examine causal relations between expectancies, values, and prior achievement. Current Psychology, Vol. 430, No. 8.DOI
  17. Kayla Puente, Sandra D. Simpkins, Jacquelynne S. Eccles (2024). Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations. Journal of Adolescence.DOI
  18. Hye Rin Lee, Kaidan Yang, Teomara Rutherford, Kevin F. Ramirez, Jacquelynne S. Eccles (2023). Low-income transfer engineering undergraduates' benefits and costs of online learning during COVID-19. Frontiers In Education, Vol. 80.DOI
  19. Christine R. Starr, Yannan Gao, Charlott Rubach, Glona Lee, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S. Eccles, Sandra D. Simpkins (2023). Who's Better at Math, Boys or Girls?: Changes in Adolescents' Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence. Education Sciences, Vol. 13, No. 9.DOI
  20. Charlott Rubach, Anna-Lena Dicke, Nayssan Safavian, Jacquelynne S. Eccles (2023). Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory. Motivation And Emotion, Vol. 470, No. 40.DOI
  21. Hye Rin Lee, Lisabeth M. Santana, Peter McPartlan, Jacquelynne S. Eccles (2023). Components of engagement in saying-is-believing exercises. Current Psychology, Vol. 420, No. 17.DOI
  22. Jacquelynne S. Eccles, Allan Wigfield (2023). Expectancy-Value Theory to Situated Expectancy-Value Theory: Reflections on the Legacy of 40+Years of Working Together. Motivation Science, Vol. 90, No. 10.DOI
  23. Sirui Wan, Fani Lauermann, Drew H. Bailey, Jacquelynne S. Eccles (2023). Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains. Child Development, Vol. 940, No. 10.DOI
  24. Nestor B. Tulagan, Jacquelynne S. Eccles (2023). Patterns of African American parents' educational involvement: associations with adolescents' academic performance and motivational beliefs. Journal of Research on Adolescence.DOI
  25. Christine R. Starr, Yannan Gao, Glona Lee, Nayssan Safavian, Charlott Rubach, Anna-Lena Dicke, Jacquelynne S. Eccles, Sandra D. Simpkins (2022). Parents' Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years. Sex Roles, Vol. 870, No. 1112.DOI
  26. Luise von Keyserlingk, Charlott Rubach, Hye Rin Lee, Jacquelynne S. Eccles, Jutta Heckhausen (2022). College Students' motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior. Motivation And Emotion, Vol. 460, No. 50.DOI
  27. Lena Keller, Franzis Preckel, Jacquelynne S. Eccles, Martin Brunner (2022). Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation. Journal Of Educational Psychology, Vol. 1140, No. 5.DOI
  28. Inga ten Hagen, Fani Lauermann, Allan S. Wigfield, Jacquelynne S. Eccles (2022). Can I teach this student?: A multilevel analysis of the links between teachers' perceived effectiveness, interest-supportive teaching, and student interest in math and reading. Contemporary Educational Psychology, Vol. 69.DOI
  29. Emily Q. Rosenzweig, Allan Wigfield, Jacquelynne S. Eccles (2022). Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist, Vol. 570, No. 1.DOI
  30. Jacquelynne S. Eccles (2022). Commentary on within-person designs and motivational science. Learning and Instruction.DOI
  31. Nayssan S. Safavian, Glona Lee, Anna‐Lena Dicke, Stuart A. Karabenick, Jacquelynne S. Eccles (2022). Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood. Hispanic Journal of Behavioral Sciences.DOI
  32. Inga ten Hagen, Daria Katharina Benden, Fani Lauermann, Jacquelynne S. Eccles (2022). Teachers’ and students’ perceptions of students’ ability and importance value in math and reading: A latent difference score analysis of intra-individual cross-domain differences. Zeitschrift für Erziehungswissenschaft.DOI
  33. Anna-Lena Dicke, Charlott Rubach, Nayssan Safavian, Stuart A. Karabenick, Jacquelynne S. Eccles (2021). Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding? Learning And Instruction, Vol. 76.DOI
  34. Sirui Wan, Fani Lauermann, Drew H. Bailey, Jacquelynne S. Eccles (2021). [Review] When Do Students Begin to Think That One Has to Be Either a Math Person or a Language Person? A Meta-Analytic Review. Psychological Bulletin, Vol. 147, No. 9.DOI
  35. Ta-yang Hsieh, Sandra D. Simpkins, Jacquelynne S. Eccles (2021). Gender by racial/ethnic intersectionality in the patterns of Adolescents' math motivation and their math achievement and engagement*. Contemporary Educational Psychology, Vol. 66.DOI
  36. Luise von Keyserlingk, Anna-Lena Dicke, Michael Becker, Jacquelynne S. Eccles (2021). What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice. Aera Open, Vol. 7.DOI
  37. Osman Umarji, Anna-Lena Dicke, Nayssan Safavian, Stuart A. Karabenick, Jacquelynne S. Eccles (2021). Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation. Journal Of School Psychology, Vol. 84.DOI
  38. Richard Arum, Jacquelynne S. Eccles, Jutta Heckhausen, Gabe Avakian Orona, Luise von Keyserlingk, Christopher M. Wegemer, Charles E. (Ted) Wright, Katsumi Yamaguchi‐Pedroza (2021). A Framework for Measuring Undergraduate Learning and Growth. Change The Magazine of Higher Learning.DOI
  39. Kayla Puente, Christine R. Starr, Jacquelynne S. Eccles, Sandra D. Simpkins (2021). Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students. Journal of Youth and Adolescence.DOI
  40. Osman Umarji, Peter McPartlan, Julia Moeller, Qiujie Li, Justin Franklin Shaffer, Jacquelynne S. Eccles (2021). The motivational system of task values and anticipated emotions in daily academic behavior. Motivation and Emotion.DOI
  41. Hye Rin Lee, Luise von Keyserlingk, Richard Arum, Jacquelynne S. Eccles (2021). Why Do They Enroll in This Course? Undergraduates’ Course Choice From a Motivational Perspective. Frontiers in Education.DOI
  42. Hanna Gaspard, Fani Lauermann, Norman Rose, Allan Wigfield, Jacquelynne S. Eccles (2020). Cross-Domain Trajectories of Students' Ability Self-Concepts and Intrinsic Values in Math and Language Arts. Child Development, Vol. 910, No. 50.DOI
  43. Allan Wigfield, Jacquelynne S. Eccles, Jens Moeller (2020). [Review] How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice. Educational Psychology Review, Vol. 320, No. 30.DOI
  44. Jacquelynne S. Eccles, Allan Wigfield (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, Vol. 61.DOI
  45. Rebecca Lazarides, Anna-Lena Dicke, Charlott Rubach, Jacquelynne S. Eccles (2020). Profiles of Motivational Beliefs in Math: Exploring Their Development, Relations to Student-Perceived Classroom Characteristics, and Impact on Future Career Aspirations and Choices. Journal Of Educational Psychology, Vol. 1120, No. 1.DOI
  46. Baptiste Barbot, Sascha Hein, Christopher Trentacosta, Jens F. Beckmann, Johanna Bick, Elisabetta Crocetti, Yangyang Liu, Sylvia Fernandez Rao, Jeffrey Liew, Geertjan Overbeek, Liliana A. Ponguta, Herbert Scheithauer, Charles Super, Jeffrey Arnett, William Bukowski, Thomas D. Cook, James Cote, Jacquelynne S. Eccles, Michael Eid, Kazuo Hiraki, Mark Johnson, Linda Juang, Nicole Landi, James Leckman, Peggy McCardle, Kelly Lynn Mulvey, Alex R. Piquero, David D. Preiss, Robert Siegler, Bart Soenens, Aisha Khizar Yousafzai, Marc H. Bornstein, Catherine R. Cooper, Luc Goossens, Sara Harkness, Marinus H. van IJzendoorn (2020). Manifesto for new directions in developmental science. Transition & Development, Vol. 172.DOI
  47. Katariina Salmela‐Aro, Katja Upadyaya, Patricio E. Cumsille, Jari Lavonen, Beatrice Ávalos, Jacquelynne S. Eccles (2020). Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students. International Journal of Psychology.DOI
  48. Peter McPartlan, Osman Umarji, Jacquelynne S. Eccles (2020). Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept. The Journal of Early Adolescence.DOI
  49. Anna-Lena Dicke, Nayssan Safavian, Jacquelynne S. Eccles (2019). Traditional Gender Role Beliefs and Career Attainment in STEM: A Gendered Story? Frontiers In Psychology, Vol. 10.DOI
  50. NaYoung Hwang, Marcela Reyes, Jacquelynne S. Eccles (2019). Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics? Youth & Society, Vol. 510, No. 2.DOI
  51. Christopher M. Wegemer, Jacquelynne S. Eccles (2019). Gendered STEM career choices: Altruistic values, beliefs, and identity. Journal Of Vocational Behavior, Vol. 100.DOI
  52. Allan Wigfield, Lara Turci, Jenna Cambria, Jacquelynne S. Eccles (2019). Motivation in Education.DOI
  53. Elisa Oppermann, Martin Brunner, Jacquelynne S. Eccles, Yvonne Anders (2018). Uncovering young children's motivational beliefs about learning science. Journal Of Research In Science Teaching, Vol. 550, No. 30.DOI
  54. Jiesi Guo, Ming‐Te Wang, Elina E. Ketonen, Jacquelynne S. Eccles, Katariina Salmela‐Aro (2018). Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives. Contemporary Educational Psychology.DOI
  55. Meeta Banerjee, Katerina Schenke, Arena C. Lam, Jacquelynne S. Eccles (2018). The Roles of Teachers, Classroom Experiences, and Finding Balance: A Qualitative Perspective on the Experiences and Expectations of Females Within STEM and Non-STEM Careers. International Journal of Gender, Science, and Technology.
  56. Osman Umarji, Peter McPartlan, Jacquelynne S. Eccles (2018). Patterns of math and English self-concepts as motivation for college major selection. Contemporary Educational Psychology.DOI
  57. Sarah E. McKellar, Aixa D. Marchand, Matthew A. Diemer, Oksana Malanchuk, Jacquelynne S. Eccles (2018). Threats and Supports to Female Students’ Math Beliefs and Achievement. Journal of Research on Adolescence.DOI
  58. Jacquelynne S. Eccles (2017). Award for Distinguished Scientific Applications of Psychology: Jacquelynne S. Eccles. American Psychologist, Vol. 720, No. 9.DOI
  59. Fani Lauermann, Jacquelynne S. Eccles, Reinhard Pekrun (2017). Why do children worry about their academic achievement? An expectancy-value perspective on elementary students' worries about their mathematics and reading performance. Zdm-Mathematics Education, Vol. 490, No. 3.DOI
  60. Jacquelynne S. Eccles (2016). Engagement: Where to next? Learning And Instruction, Vol. 43.DOI
  61. Julia Moeller, Julia Dietrich, Jacquelynne S. Eccles, Barbara Schneider (2016). Passionate Experiences in Adolescence: Situational Variability and Long‐Term Stability. Journal of Research on Adolescence.DOI
  62. Ming‐Te Wang, Angela Chow, Jessica Lauren Degol, Jacquelynne S. Eccles (2016). Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry. Journal of Youth and Adolescence.DOI
  63. Jacquelynne S. Eccles, Ming‐Te Wang (2015). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development.DOI
  64. Fani Lauermann, Angela Chow, Jacquelynne S. Eccles (2015). Differential Effects of Adolescents’ Expectancy and Value Beliefs about Math and English on Math/Science-Related and Human Services-Related Career Plans. International Journal of Gender, Science, and Technology.
  65. Julia Moeller, Jacquelynne S. Eccles, Katariina Salmela‐Aro, Julia Dietrich, Barbara Schneider, Robert Grassinger (2015). Passion and Motivation. Elsevier eBooks.DOI
  66. Mark Warschauer, Greg J. Duncan, Jacquelynne S. Eccles (2015). Inaugural Editorial. AERA Open.DOI
  67. Ming-Te Wang, Jacquelynne S. Eccles (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning And Instruction, Vol. 28.DOI
  68. Jacquelynne S. Eccles (2013). Gold Medal Award for Life Achievement in Psychology in the Public Interest. American Psychologist, Vol. 680, No. 5.DOI
  69. Ming-Te Wang, Jacquelynne S. Eccles, Sarah Kenny (2013). Not Lack of Ability but More Choice: Individual and Gender Differences in Choice of Careers in Science, Technology, Engineering, and Mathematics. Psychological Science, Vol. 240, No. 50.DOI
  70. Ming-Te Wang, Jacquelynne S. Eccles (2012). Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. Child Development, Vol. 830, No. 30.DOI
  71. Ming-Te Wang, John B. Willett, Jacquelynne S. Eccles (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal Of School Psychology, Vol. 49, No. 40.DOI
  72. Jacquelynne S. Eccles (2011). Understanding Educational and Occupational Choices. Journal Of Social Issues, Vol. 67, No. 3.DOI
  73. Isabelle Archambault, Jacquelynne S. Eccles, Mina N. Vida (2010). Ability Self-Concepts and Subjective Value in Literacy Joint Trajectories From Grades 1 Through 12. Journal Of Educational Psychology, Vol. 1020, No. 4.DOI
  74. Heather A. Bouchey, Erin K. Shoulberg, Kathleen A. Jodl, Jacquelynne S. Eccles (2010). Longitudinal Links Between Older Sibling Features and Younger Siblings' Academic Adjustment During Early Adolescence. Journal Of Educational Psychology, Vol. 1020, No. 1.DOI
  75. Oksana Malanchuk, Emily E. Messersmith, Jacquelynne S. Eccles (2010). The Ontogeny of Career Identities in Adolescence. Role Of Goals In Navigating Individual Lives During Emerging Adulthood, Vol. 130.DOI
  76. Stephen C. Peck, Robert W. Roeser, Nicole Zarrett, Jacquelynne S. Eccles (2008). Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches. Journal Of Social Issues, Vol. 64, No. 1.DOI
  77. Jaap J. A. Denissen, Nicole R. Zarrett, Jacquelynne S. Eccles (2007). I like to do it, I'm able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, Vol. 780, No. 20.DOI
  78. Jacquelynne S. Eccles, Carol A. Wong, Stephen C. Peck (2006). Ethnicity as a social context for the development of African-American adolescents. Journal Of School Psychology, Vol. 44, No. 50.DOI
  79. Amanda M. Durik, Mina Vida, Jacquelynne S. Eccles (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal Of Educational Psychology, Vol. 980, No. 2.DOI

Preprints

  1. Lisa Bardach, Luise von Keyserlingk, Jacquelynne S. Eccles (2025). Motivation and Personality: Integrative Perspectives.DOI

Book Chapters

  1. Jessica R. Gladstone, Allan Wigfield, Jacquelynne S. Eccles (2022). Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes. Springer eBooks.DOI
  2. Allan Wigfield, Jacquelynne S. Eccles (2019). 35 years of research on students' subjective task values and motivation: A look back and a look forward. Advances in motivation science.DOI

Research Interests

PsychologySocial Sciences

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