Jacque Eccles

Jacque Eccles is a Distinguished University Professor of Education at the University of California at Irvine. She is also director of the Achievement Research Laboratory at the Institute for Social Research at the University of Michigan, where she directs three large-scale longitudinal studies on youth development which are used by the Pathways Fellows in comparative studies. 


Summary of recent work
Together with Ingrid Schoon she has edited a book on ‘Gender differences in aspirations and attainment: A life course perspective’, published by Cambridge University Press in 2014. The book brings together contributions from Pathways Fellows providing an account of how gender differences emerge and develop over the life course, using longitudinal data to examine the role of multiple interlinked factors, such as the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females.
In 2015 Prof. Eccles, in collaboration with Simpkins and Fredricks, published a SRCD monograph on ‘The Role of Parents in the Ontogeny of Achievement-Related Motivation and Behavioral Choices’.  This monograph reflects 10 years of work on the CAB longitudinal data set. It assesses the impact of parents on their children's expectancies, values, and engagement in math, Reading, sports, and instrumental music. In collaboration with Leslie Gutman of UCL Institute of Education, she submitted for review an SRC monograph on trajectories of adolescent development in multiple domains of functioning.

Mentoring activities within PATHWAYS
Prof. Eccles’ mentoring activities include continuing to work with Meeta Banarjee, Anna-Lena Dicke and Nayssan Safavian.  Together with Anna-Lena and Nayssen Prof. Eccles put together a six million dollar grant in collaboration with scholars at the University of Montana, California State at San Diego, and Fort Lewis College in Colorado to do interventions in college Physics and chemistry courses. The interventions aim to increase the utility value students attach to these subject areas and, as a result, to increase their performance in the courses and the likelihood that they will continue taking more STEM courses.  The intervention is based on her Expectancy-value model of achievement motivation. The proposal was submitted to the U.S. Department of education.