Jacquelynne Sue Eccles
Distinguished Professor of Education
|Academic Motivation and Achievement, School and Family Influences on Adolescent Development, Gender and Ethnicity in STEM Fields|
|Professor Eccles been honored by several awards including the Kurt Lewin Memorial Award for "outstanding contributions to the development and integration of psychological research and social action" from the Society for the Psychological Study of Social Issues; lifetime achievement awards from SRA, Division 15 of the American Psychological Association, the American Psychological Society, the Society for the Study of Human Development, and the Self Society; the Bronfennbrenner Award for Research from Division 7 of the APA; the APA Lifetime Award for Service in Supporting Psychological Research; and the APA Gold Medal Award for Life Achievement in Psychology in the Public Interest. She has received honorary degrees from the Catholic University of Louvain, Belgium and the University of Laval in Quebec City, Canada. Finally, she is a member of the National Academy of Education, a World Scholar at the University of London, and Visiting Professor at the University of Tubingen, Germany.|
Jacquelynne S. Eccles is the Distinguished Professor of Education at the University of California, Irvine and formerly the McKeachie/Pintrich Distinguished University Professor of Psychology and Education at the University of Michigan, as well as Senior Research Scientist and Director of the Gender and Achievement Research Program at the Institute for Social Research at the University of Michigan.
Over the past 30 years, Professor Eccles has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation, and social development in the family and school context. One of the leading developmental scientists of her generation, she has made seminal contributions to the study of achievement-related decisions and development. Most notably, her expectancy-value theory of motivation and her concept of stage-environment have served as perhaps the most dominant models of achievement during the school years, contributing to extensive research and reform efforts to improve the nature of secondary school transitions. Professor Eccles also has been a major figure in the study of after-school activities, authoring a seminal National Research Council report that outlined the most effective ways for such activities to meet the developmental needs of adolescents.
Professor Eccles service to her profession has been extraordinary. She served as Chair of the Advisory Committee for the Social, Behavioral and Economic Directorate at the National Science Foundation, and Chair of the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood. She currently is Editor of the journal Developmental Psychology and was formerly Editor of Journal for Research on Adolescence and Associate Editor of Psychological Bulletin and Child Development. She is president of Division 7 of APA, past president of the Society for Research on Adolescence (SRA) and Division 35 of APA, and has served on the faculty at Smith College, the University of Colorado, the University of Michigan, and the University of California, Irvine.
Warschauer, M., Duncan, G. J., & Eccles, J. S. (2015). Inaugural Editorial. AERA Open, 1(1), 2332858415574841.
Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human development: introduction to the special section. Developmental psychology, 51(1), 1.
Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early Adolescents' Development of Academic Self-Concept and Intrinsic Task Value: The Role of Contextual Feedback. Journal of Research on Adolescence, 25(3), 459-473.
Eccles, J. S., & Wang, M. T. (2015). What motivates females and males to pursue careers in mathematics and science?. International Journal of Behavioral Development, 0165025415616201.
Eccles, J. S., Fredricks, A., & Baay, P. (2015). Expectancies, values, identities, and self-regulation. Self-Regulation in Adolescence.
Eccles, J. S. (2015). Gendered Socialization of STEM Interests in the Family. International Journal of Gender, Science and Technology, 7(2), 116-132.
Caro, D. H., Cortina, K. S., & Eccles, J. S. (2015). Socioeconomic background, education, and labor force outcomes: evidence from a regional US sample. British Journal of Sociology of Education, 36(6), 934-957.
Wang, M. T., & Eccles, J. S. (2014). Multilevel predictors of math classroom climate: a comparison study of student and teacher perceptions. Journal of Research on Adolescence.
Upadyaya, K., & Eccles, J. S. (2014). How Do Teachers' Beliefs Predict Children's Interest in Math From Kindergarten to Sixth Grade?. Merrill-Palmer Quarterly, 60(4), 403-430.
Upadyaya, K., & Eccles, J. (2014). Gender differences in teachers’ perceptions and children’s ability self-concepts. Gender Differences in Aspirations and Attainment. A Life Course Perspective, 79-100.
Roeser, R. W., & Eccles, J. S. (2014). Schooling and the mental health of children and adolescents in the United States. In Handbook of developmental psychopathology (pp. 163-184). Springer US.
Reiss, D., Eccles, J. S., & Nielsen, L. (2014). Conscientiousness and public health: Synthesizing current research to promote healthy aging. Developmental psychology, 50(5), 1303.
Modecki, K. L., Barber, B. L., & Eccles, J. S. (2014). Binge drinking trajectories across adolescence: For early maturing youth, extra-curricular activities are protective. Journal of Adolescent Health, 54(1), 61-66.
Eccles, J. S. (2014). Gender and achievement choices. Societal contexts of child development: Pathways of influence and implications for practice and policy, 19-34.
Baay, P. E., de Ridder, D. T., Eccles, J. S., van der Lippe, T., & van Aken, M. A. (2014). Self-control trumps work motivation in predicting job search behavior. Journal of Vocational Behavior, 85(3), 443-451.
|Link to this profile||http://www.faculty.uci.edu/profile.cfm?faculty_id=5971|