Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Bandura, A. (1994). Self-efficacy: The exercise of control New York: W. H. Freeman.
Crandall, V. C. (1969). Sex differences in expectancy of intellectual and academic reinforcement. In C. P. Smith (Ed.), Achievement-related behaviors in children (pp. 11–45). New York: Russell Sage Foundation.
Eccles, J. S. (1984). Sex differences in achievement patterns. In T. Sonderegger (Ed.), Nebraska Symposium on Motivation: Vol. 32. Psychology and gender (pp. 97–132). Lincoln: University of Nebraska Press.
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 (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco: W. H. Freeman.
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(1), 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., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the Eccles expectancy-value model. Journal of Applied Sport Psychology, 3, 7–35.
Eccles (Parsons), J., Meece, J. L., Adler, T. F., & Kaczala, C. M. (1982). Sex differences in attributions and learned helplessness. Sex Roles, 8(4), 421–432.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225.
Eccles, J., Wigfield, A., Blumenfeld, P., & Harold, R. (1984). Psychological predictors of competence development. Grant proposal to the National Institute for Child Health and Human Development.
Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D. A., & 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. D., & Blumenfeld, P. (1993). Ontogeny of children’s self-perceptions and subjective task values across activity domains during the early elementary school years. Child Development, 64, 830–847.
Eccles. J. S., Wigfield, A., & Schiefele. U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 1017–1095). New York: Wiley.
Elliott, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Feather, N. T. (1982). Human values and the prediction of action: An expectancy-value analysis. In N. T. Feather (Ed.), Expectations and actions: Expectancy-value models in psychology (pp. 263–289). Hillsdale, NJ: Lawrence Erlbaum.
Feather, N. T. (1986). Human values, valences, expectations and affect: Theoretical issues emerging from recent applications of the expectancy-value model. In D. Brown & J. Veroff (Eds.), Frontiers of motivational psychology: Essays in honor of John W. Atkinson (pp. 146–172). New York: Springer-Verlag.
Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519–533.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312.
Heckhausen, H. (1977). Achievement motivation and its constructs: A cognitive model. Motivation and Emotion, 1, 283–329.
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.
Jöreskog, K. G., & Sorbom, K. (1981). LISREL VI: Analysis of linear structural relationships by maximum likelihood and least squares methods. Chicago: National Educational Resources.
Lewin, K. (1938). The conceptual representation and the measurement of psychological forces. Durham, NC: Duke University Press.
O’Neill, S. A. (in press). Youth music engagement in formal and informal contexts. In J. L. Mahoney, R. Larson, and J. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum.
O’Neill, S. A., Ryan, K. J., Boulton, M. J., & Sloboda, J. A. (2000, April). Children’s subjective task values and engagement in music. Paper presented at the British Psychological Society Annual Conference, Winchester, UK.
Raynor, J. O. (1974). Future orientation in the study of achievement motivation. In J. W. Atkinson and J. O. Raynor (Eds.), Motivation and achievement (pp. 121–134). Washington, DC: Hemisphere.
Rokeach, M. (1980). Some unresolved issues in theories of beliefs, attitudes, and values. In M. M. Page (Ed.), Nebraska Symposium on Motivation (Vol. 27, pp. 261–304). Lincoln: University of Nebraska Press.
Rotter, J. B. (1982). Social learning theory. In N. T. Feather (Ed.), Expectations and actions: Expectancy-value models in psychology (pp. 241–260). Hillsdale, NJ: Lawrence Erlbaum.
Senior, A. M. D. (1989). Understanding differences in African-American and European-American students’ self-concepts of ability. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
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.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press.
Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley C. M. (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., et al. (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.
Wigfield, A., O’Neill, S. A., & Eccles, J. S. (1999, April). Children’s achievement values in different domains: Developmental and cultural differences. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Albuquerque, NM.
Winston, C, Eccles, J. S., Senior, A. M., & Vida, M. (1997). The utility of an expectancy/value model of achievement for understanding academic performance and self-esteem in African-American and European-American adolescents. Zeitschrift für Pädagogische Psychologie, 11, 177–186.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media
About this chapter
Cite this chapter
Eccles, J.S., O’Neill, S.A., Wigfield, A. (2005). Ability Self-Perceptions and Subjective Task Values in Adolescents and Children. In: Moore, K.A., Lippman, L.H. (eds) What Do Children Need to Flourish?. The Search Institute Series on Developmentally Attentive Community and Society, vol 3. Springer, Boston, MA . https://doi.org/10.1007/0-387-23823-9_15
Download citation
DOI: https://doi.org/10.1007/0-387-23823-9_15
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-23061-0
Online ISBN: 978-0-387-23823-4
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)