Schools, families, and early adolescents: What are we doing wrong and what can we do instead?

Jacquelynne S. Eccles, Constance Flanagan, Sarah Lord, Carol Midgley, Robert Roeser, Doris Yee

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


Although most individuals pass through adolescence without excessively high levels of “storm and stress,” many individuals experience difficulty during this period. Why? Is there something unique about this developmental period that puts individuals at greater risk for difficulty? This paper focuses on these questions and advances the hypothesis that some of the “negative” psychological and behavioral changes associated with adolescent development result from a mismatch between the needs of developing adolescents and their experiences at school and at home. It provides theoretical and empirical examples of how this mismatch develops, how it is. linked to negative age-related changes in early adolescents’ motivation, selfperceptions, self-evaluations, and psychological competence, and how we could provide more developmentally appropriate social environments, particularly at school. J Dev Behav Pediatr 17:267-276, 1996. Index terms: adolescents, schools, family, motivation, mental health, self-concept.

Original languageEnglish (US)
Pages (from-to)267-276
Number of pages10
JournalJournal of Developmental and Behavioral Pediatrics
Issue number4
StatePublished - 1996

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health


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