CAB: selected articles
Freedman-Doan, C., Wigfield, A., Eccles, J.S., Blumenfeld, P., Arbreton, A., & Harold, R.D. (2000). What am I best at? Grade and gender differences in children's beliefs about ability improvement. Journal of Applied Developmental Psychology, 21(4), 379-402.
Fredricks, J., Alfeld-Liro, C.J., Hruda, L.Z., Eccles, J.S., Patrick, H., & Ryan, A.M. (2002). A qualitative exploration of adolescents' commitment to athletics and the arts. Journal of Adolescent Research, 17(1), 68-97
Vernon, M.K. (2002, April). How is participation in extracurricular activities in middle adolescence related to later perceived social status? Poster session presented at the meeting of the Society for Research on Adolescence, Washington, DC.
Fredricks, J.A., & Eccles, J.S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 34(6), 507-520.
Fredricks, J.A., & Eccles, J.S. (2005). Family socialization, gender, and sport motivation and involvement. In R.C. Eklund (Ed.) Journal of Sport and Exercise Psychology, 27(1), 3-31.
Jacobs, J.E., Davis-Kean, P., Bleeker, M., Eccles, J.S. & Malanchuk, O. (2005). I can, but I don't want to: The impact of parents, interests, and activities on gender differences in math. In A. Gallagher & J. Kaufman (Ed.), Gender Differences in Mathematics,pp. 246-263. Cambridge University Press.
Jacobs, J.E., Vernon, M.K., & Eccles, J.S. (2005). Activity choices in middle childhood: The roles of gender, self-beliefs, and parents' influence. In J.L. Mahoney, R.W. Larson & J.S. Eccles (Eds.) Organized activities as contexts of development , pp. 235-254. Mahwah, NJ: Lawrence Erlbaum Associates.
Simpkins, S.D., Davis-Kean, P.E., & Eccels, J.S. (2006). Math and Science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
Watt, H.M.G., Eccles, J.S., & Durik, A.M. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolements in Australia and the USA. Equal Opportunities Internationl, 25(8), 642-659.
Denissen, J.J.A, Zarrett, N.R., & Eccles, J.S. (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, 78(2), 430-447.
Eccles, J.S., Alfeld, C. & Fredricks, J.A. (2010). Developing and Fostering Passion in Academic and Non-Academic Domains. Gifted Child Quarterly, 55(4), 279-299.
Fredricks, J., Alfeld-Liro, C.J., Hruda, L.Z., Eccles, J.S., Patrick, H., & Ryan, A.M. (2002). A qualitative exploration of adolescents' commitment to athletics and the arts. Journal of Adolescent Research, 17(1), 68-97
Vernon, M.K. (2002, April). How is participation in extracurricular activities in middle adolescence related to later perceived social status? Poster session presented at the meeting of the Society for Research on Adolescence, Washington, DC.
Fredricks, J.A., & Eccles, J.S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 34(6), 507-520.
Fredricks, J.A., & Eccles, J.S. (2005). Family socialization, gender, and sport motivation and involvement. In R.C. Eklund (Ed.) Journal of Sport and Exercise Psychology, 27(1), 3-31.
Jacobs, J.E., Davis-Kean, P., Bleeker, M., Eccles, J.S. & Malanchuk, O. (2005). I can, but I don't want to: The impact of parents, interests, and activities on gender differences in math. In A. Gallagher & J. Kaufman (Ed.), Gender Differences in Mathematics,pp. 246-263. Cambridge University Press.
Jacobs, J.E., Vernon, M.K., & Eccles, J.S. (2005). Activity choices in middle childhood: The roles of gender, self-beliefs, and parents' influence. In J.L. Mahoney, R.W. Larson & J.S. Eccles (Eds.) Organized activities as contexts of development , pp. 235-254. Mahwah, NJ: Lawrence Erlbaum Associates.
Simpkins, S.D., Davis-Kean, P.E., & Eccels, J.S. (2006). Math and Science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
Watt, H.M.G., Eccles, J.S., & Durik, A.M. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolements in Australia and the USA. Equal Opportunities Internationl, 25(8), 642-659.
Denissen, J.J.A, Zarrett, N.R., & Eccles, J.S. (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, 78(2), 430-447.
Eccles, J.S., Alfeld, C. & Fredricks, J.A. (2010). Developing and Fostering Passion in Academic and Non-Academic Domains. Gifted Child Quarterly, 55(4), 279-299.