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Eccles holds a Ph.D. from University of California, Los Angeles. Her work has focused on topics related to social development, student motivation, and gender roles in education. [2] Among her most noteworthy research contributions are the expectancy-value theory of motivation [3] and the concept of stage-environment fit. [4]
In the 1980s, Jacquelynne Eccles expanded this research into the field of education. [1] According to expectancy–value theory, students' achievement and achievement related choices are most proximally determined by two factors: [ 1 ] expectancies for success, and subjective task values.
The self-worth theory of motivation commonly applies to students in the school context where frequent evaluation of one's ability and comparison between peers exist. The self-worth theory of motivation , which is adapted from the original theory of achievement motivation, describes an individual's tendency to protect their sense of self-worth ...
This motivation is in part moderated by two different sources: the desire to succeed as well as the fear of failure. [2] Another motivational theory is Allan Wigfield's and Jacquelynne Eccles's expectancy-value theory which states that motivation is moderated by one's desire for success as well as the importance of the tasks one needs to do. [42]
The perceiver adopts beliefs about the target; The perceiver acts as if these beliefs were true and treats the target accordingly; The target assimilates his or her behavior to the perceiver's overtures; The perceiver interprets the target's behavior as confirmation of his or her original beliefs. [2]: 69
Identity-based motivation theory (IBM) is a social psychological theory of human motivation and goal pursuit, which explains when and in which situations people’s identities or self-concepts will motivate and to take action towards their goals.
Jacquelynne Eccles (stub) APS James McKeen Cattell Fellow Award; E. L. Thorndike Award; American Psychological Foundation (APF) Gold Medal Award for Life Achievement Psychology in the Public Interest; Kurt Lewin Award, Society for the Psychological Study of Social Issues
How a child's parents view his or her skills can also contribute to the gender achievement gap in education. A study by Jacobs and Eccles has shown that adults rate female children as having better social skills than male children, and that girls are more likely to be seen as "good children" than boys. [41]