Judith L Meece
Biographic Data
| ID | 279113 |
|---|---|
| NAME | Judith L Meece |
| GIVEN NAMES | Judith L |
| FAMILY NAME | Meece |
| SIGNATURE | MEECE J L |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 236 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 8 |
The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment
School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that these are important in rural youths’ preparation for the transition to adulthood. Data were from the Rur…
Gender and Academic Motivation
Rural–Nonrural Differences in College Attendance Patterns
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their non-rural counterparts and which facto…
Educational Sorting and Residential Aspirations Among Rural High School Students: What Are the Contributions of Schools and Educators to Rural Brain Drain
An extended body of research has documented the outmigration of the “best and brightest” youth from rural areas. Some of this scholarship has suggested that rural schools and educators may be complicit in this process as they devote extra attention and resources to the highest achieving students—those most likely to leave their rural communities after high school. Using data from a national multimethod study, we find mixed support for this hypoth…
Rural-Nonrural Disparities in Postsecondary Educational Attainment Revisited
Using data from the National Educational Longitudinal Study, this study revisited rural-nonrural disparities in educational attainment by considering a comprehensive set of factors that constrain and support youth’s college enrollment and degree completion. Results showed that rural students were more advantaged in community social resources compared to nonrural students, and these resources were associated with a significant increase in the like…
The Role of Social Capital in Educational Aspirations of Rural Youth
Drawing on a recent national survey of rural high school students, this study investigated the relationship between social capital and educational aspirations of rural youth. Results showed that various process features of family and school social capital were important for predicting rural youths' educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student…
Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations
Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Gender and motivation
Classroom Goal Structure, Student Motivation, and Academic Achievement
Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize ma…
Applying Learner-Centered Principles to Middle School Education
This article draws on a goal perspective of motivation to examine the use of the Learned-Centered Psychological Principles (LCPs) for improving the academic engagement and learning of middle school students. Using survey data from 2,200 middle school students from diverse communities across the United States, the findings indicate many important motivational benefits of learner-centered practices for young adolescents. Specifically, students repo…
The Will to Learn
Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.
We used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7th- through 9th-grade students (N = 250). A second set of analyses examined the relative influence of these performance, self-perception, and affect variables on students ' subsequent grades and course enrollment intentions in mathematics…
Math anxiety in elementary and secondary school students.
Students' goal orientations and cognitive engagement in classroom activities.
The influence of school experiences on the development of gender schemata
Despite efforts in recent years to eliminate sex inequities in education, schools continue to provide numerous inputs into the child's gender stereotyping system
Life in classrooms revisited
1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56
Sex differences in achievement: A test of alternate theories
Socialization of Achievement Attitudes and Beliefs: Classroom Influences
PARSONS, JACQUELYNNE ECCLES; KACZALA, CAROLINE M.; and MEECE, JUDITH L. Socialization of Achievement Attitudes and Beliefs: Classroom Influences. CHILD DEVELOPMENT, 1982, 53, 322-339. The relation between classroom experiences and individual differences in expectations for future success in mathematics courses, self-concept of math abilities and perceptions of the difficulty of math were investigated in an observational study of 17 math classroom…
Sex differences in math achievement: Toward a model of academic choice
The Role of Social Capital in Educational Aspirations of Rural Youth
Drawing on a recent national survey of rural high school students, this study investigated the relationship between social capital and educational aspirations of rural youth. Results showed that various process features of family and school social capital were important for predicting rural youths' educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student…
Rural-Nonrural Disparities in Postsecondary Educational Attainment Revisited
Using data from the National Educational Longitudinal Study, this study revisited rural-nonrural disparities in educational attainment by considering a comprehensive set of factors that constrain and support youth’s college enrollment and degree completion. Results showed that rural students were more advantaged in community social resources compared to nonrural students, and these resources were associated with a significant increase in the like…
Sex differences in achievement: A test of alternate theories
Sex differences in math achievement: Toward a model of academic choice
Educational Sorting and Residential Aspirations Among Rural High School Students: What Are the Contributions of Schools and Educators to Rural Brain Drain
An extended body of research has documented the outmigration of the “best and brightest” youth from rural areas. Some of this scholarship has suggested that rural schools and educators may be complicit in this process as they devote extra attention and resources to the highest achieving students—those most likely to leave their rural communities after high school. Using data from a national multimethod study, we find mixed support for this hypoth…
Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations
The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment
Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that these are important in rural youths’ preparation for the transition to adulthood. Data were from the Rur…
Rural–Nonrural Differences in College Attendance Patterns
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their non-rural counterparts and which facto…
Applying Learner-Centered Principles to Middle School Education
This article draws on a goal perspective of motivation to examine the use of the Learned-Centered Psychological Principles (LCPs) for improving the academic engagement and learning of middle school students. Using survey data from 2,200 middle school students from diverse communities across the United States, the findings indicate many important motivational benefits of learner-centered practices for young adolescents. Specifically, students repo…
Life in classrooms revisited
1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56
Socialization of Achievement Attitudes and Beliefs: Classroom Influences
PARSONS, JACQUELYNNE ECCLES; KACZALA, CAROLINE M.; and MEECE, JUDITH L. Socialization of Achievement Attitudes and Beliefs: Classroom Influences. CHILD DEVELOPMENT, 1982, 53, 322-339. The relation between classroom experiences and individual differences in expectations for future success in mathematics courses, self-concept of math abilities and perceptions of the difficulty of math were investigated in an observational study of 17 math classroom…
Sex differences in math achievement: Toward a model of academic choice
Sex differences in achievement: A test of alternate theories
Life in classrooms revisited
1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56
The influence of school experiences on the development of gender schemata
Despite efforts in recent years to eliminate sex inequities in education, schools continue to provide numerous inputs into the child's gender stereotyping system
Math anxiety in elementary and secondary school students.
Students' goal orientations and cognitive engagement in classroom activities.
Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.
We used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7th- through 9th-grade students (N = 250). A second set of analyses examined the relative influence of these performance, self-perception, and affect variables on students ' subsequent grades and course enrollment intentions in mathematics…
The Will to Learn
Applying Learner-Centered Principles to Middle School Education
This article draws on a goal perspective of motivation to examine the use of the Learned-Centered Psychological Principles (LCPs) for improving the academic engagement and learning of middle school students. Using survey data from 2,200 middle school students from diverse communities across the United States, the findings indicate many important motivational benefits of learner-centered practices for young adolescents. Specifically, students repo…
Gender and motivation
Classroom Goal Structure, Student Motivation, and Academic Achievement
Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize ma…
Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations
Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Rural-Nonrural Disparities in Postsecondary Educational Attainment Revisited
Using data from the National Educational Longitudinal Study, this study revisited rural-nonrural disparities in educational attainment by considering a comprehensive set of factors that constrain and support youth’s college enrollment and degree completion. Results showed that rural students were more advantaged in community social resources compared to nonrural students, and these resources were associated with a significant increase in the like…
The Role of Social Capital in Educational Aspirations of Rural Youth
Drawing on a recent national survey of rural high school students, this study investigated the relationship between social capital and educational aspirations of rural youth. Results showed that various process features of family and school social capital were important for predicting rural youths' educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student…
Educational Sorting and Residential Aspirations Among Rural High School Students: What Are the Contributions of Schools and Educators to Rural Brain Drain
An extended body of research has documented the outmigration of the “best and brightest” youth from rural areas. Some of this scholarship has suggested that rural schools and educators may be complicit in this process as they devote extra attention and resources to the highest achieving students—those most likely to leave their rural communities after high school. Using data from a national multimethod study, we find mixed support for this hypoth…
Gender and Academic Motivation
Rural–Nonrural Differences in College Attendance Patterns
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their non-rural counterparts and which facto…
School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that these are important in rural youths’ preparation for the transition to adulthood. Data were from the Rur…
The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment
Psychology (21 works) · Developmental psychology (13 works) · Mathematics education (11 works) · Education, Achievement, and Giftedness (9 works) · Social Psychology (9 works) · Sociology (7 works) · Academic achievement (6 works) · Economic growth (6 works) · Education Systems and Policy (6 works) · Indigenous and Place-Based Education (4 works)