Wegemer, C., & Eccles, J. S. (2018). Gendered STEM career choices: Altruistic values, beliefs, and identity. Journal of Vocational Behavior, 220(A), 28-42.
Tsai, N., Eccles, J. S., & Jaeggi, S. M. (2018). Stress and executive control: Mechanisms, moderators, and malleability. Brain and Cognition.
Guo, J., Eccles, J., Sortheix, F., & Salmela-Aro, K. (2018). Gendered pathways towards STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology, 9, 1111.
Ehrlich, K. B., Stern, J. A., Eccles, J., Dinh, J. V., Hopper, E. A., Kemeny, M. W., et al. (2018). A preliminary investigation of attachment style and inflammation in African-American young adults. Attachment & Human Development, 21(1), 57-69.
Muenks, K., Wigfield, A., & Eccles, J. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review.
Umarji, O., McPartlan, P., & Eccles, J. (2018). Patterns of math and English self-concepts as motivation for college selection. Contemporary Educational Psychology, 53, 146-158.
Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PloS one, 13(9).
Oppermann, E., Brunner, M., Eccles, J. S., & Anders, Y. (2018). UC-eLinks: Uncovering young children's motivational beliefs about learning science. Journal of Research in Science Teaching, 55(3), 399-421.
Göllner, R., Wagner, W., Eccles, J. D., & Ulrich, T. (2018). Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers? Journal of Educational Psychology, 110(5), 709-725.
Banerjee, M., Schenke, K., Lam, A., & Eccles, J. S. (2018). The roles of teachers, classroom experiences, and finding balance: A qualitative perspective on the experiences and expectations of females within STEM and non-STEM careers. International Journal of Gender, Science and Technology, 10(2), 287-307.
Guo J., Wang, M.-T., Ketonen, E. E., Eccles, J. S., & Salmela-Aro, K. (2018). Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives. Contemporary Educational Psychology, 55, 139-154.
Chow, A., Kiuru, N., Parker, P. D., Eccles. J. S., & Salmela-Aro, K. (2018). Development of friendship and task values in a new school: Friend selection for the arts and physical education but socialization for academic subjects. Journal of Youth and Adolescence, 10-12.
Schenke, K., Ruzek, E., Lam, A. C., Karabenick, S. A., & Eccles, J. S. (2018). To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support. Learning and Instruction, 55, 13-21.
McKellar, S. E., Marchand, A. D., Diemer, M., Malanchuk, O., & Eccles, J. S. (2018). Threats and supports to female students’ math beliefs and achievement. Journal of Research on Adolescence.