PUBLICATIONS: Book Chapters

Eccles, J.S., Lord, S., & Roeser, R.W. (1996). Round holes, square pegs, rocky roads, and sore feet: A discussion of stage-environment fit theory applied to families and school. In D. Cicchetti & S.L. Toth (Eds.), Rochester Symposium on Developmental Psychopathology, Volume VII: Adolescence: Opportunities and Challenges (pp. 47-92). Rochester, NY: University of Rochester Press. Click Here

Eccles, J.S., Lord, S., & Roeser, R.W., Barber, B., & Hernandez-Jozefowicz, D. (1997). The association of school transitions in early adolescence with developmental trajectories through high school. In J. Schulenberg, J. Maggs, & K. Hurrelmann (Eds.), Health risks and developmental transitions during adolescence (pp. 283-320). New York: Cambridge University Press. Click Here

Eccles, J. S., Roeser, R. Wigfield, A., & Freedman-Doan, C. (1999). Academic and motivational pathways through middle childhood. In L. Balter and C. S. Tamis-Lemonda (Eds.), Child psychology: A handbook of contemporary issues (pp.287-317). New York: Taylor & Francis. Click Here

Eccles. J.S. & Roeser, R.W. (1999). School and community influences on human development. In M.H. Boorstein & M.E. Lamb (Eds.), Developmental Psychology: An Advanced Textbook. Fourth Edition (pp. 503-554). Hillsdale, NJ: Erlbaum. Click Here

Roeser, R.W., & Eccles, J.S., (2000). Schooling and Mental Health. A.J. Sameroff, M. Lewis, & S.M. Miller (Eds.), Handbook of Developmental Psychopathology, Second Edition (135-156). New York: Plenum. Click Here

Roeser, R.W., & Lau, S. (2002). On academic identity formation in middle school settings during early adolescence: A motivational-contextual perspective. In T. M. Brinthaupt & R.P. Lipka (Eds.), Understanding early adolescent self and identity: Applications and interventions (pp. 91-131). Albany, New York: State University of New York Press.

Roeser, R.W., Marachi, R., & Gelhbach, H. (2002). A goal theory perspective on teachers’ professional identities and the contexts of teaching. In C.M. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 205-241). New Jersey: Erlbaum. Click Here

Roeser, R.W. & Galloway, M.G. (2002). Studying motivation to learn in early adolescence: A holistic perspective. In T. Urdan & F. Pajares (Eds.), Academic motivation of adolescents: Adolescence and Education, Volume II (pp. 331-372). Greenwich, CT: Information Age Publishing. Click Here

Roeser, R.W. (2002). Cultivating habits of heart and mind: Toward a balanced approach to educational reform in the 21st Century. Thinking Qualities Initiative, Conference Proceedings 2001-2002. Kowloon Tong, Hong Kong: Hong Kong Baptist University Printing Press. Click Here

Eccles, J.S. & Roeser, R.W. (2003). Schools as developmental contexts. In G. Adams & M.D. Berzonsky (Eds.), Blackwell Handbook of Adolescence (pp. 129-148). Malden, MA: Blackwell Publishing. Click Here

Roeser, R.W. (2004). Competing schools of thought in achievement goal theory? In M.L. Maehr & P.R. Pintrich (Eds.), Advances in Motivation and Achievement, Volume 13: Motivating Students, Improving Schools (pp. 265-299). New York: Elsevier. Click Here

Roeser, R.W. (2005). Stage-environment Fit Theory. In C.B. Fisher & R.M. Lerner (Eds.), Encyclopedia of Applied Developmental Science, Volume 2 (pp. 1055-1059). Thousand Oaks, CA: Sage. Click Here

Anderman, E.M., Urdan, T., & Roeser, R.W. (2005). The Patterns of Adaptive Learning Survey. In K.A. Moore and L.H. Lippman (Eds.), Why do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 223-235). New York: Springer. Click Here

Roeser, R.W. (2005). An introduction to Hindu India’s contemplative spiritual views on human motivation, selfhood, and development. In M.L. Maehr & S.A. Karabenick (Eds.), Advances in Motivation and Achievement, Volume 14: Religion and motivation. (pp. 297-345). New York: Elsevier. Click Here

Eccles, J. S., Roeser, R. Vida, M. Fredricks, J. & Wigfield, A. (2006). Motivational and achievement pathways through middle childhood. In L. Balter and C. S. Tamis-Lemonda (Eds.), Child psychology: A handbook of contemporary issues, 2nd Edition (pp. 325-356). New York: Taylor & Francis.

Roeser, R.W., Peck, S.C. & Nasir, N.S. (2006). Self and identity processes in school motivation, learning, and achievement. In P.A. Alexander &P.H. Winne, (Eds.). Handbook of educational psychology, 2nd edition (pp. 391-424 ). Mahwah, NJ: Lawrence Erlbaum. Click Here

Wigfield, A. , Eccles, J.S., Schiefele, U., Roeser, R.W., & Kean, P.D. (2006). Development of achievement motivation. In W. Damon & R.M. Lerner (Series Eds.) & N. Eisenberg (Volume Ed.), Handbook of Child Psychology, 6th Edition, Vol. 3, Social, Emotional and Personality Development. New York: Wiley. Click Here

Roeser, R.W., Issac, S., Abo-Zena, M. & Brittain, A. (2008). Self and identity processes in positive youth development and spirituality. To appear R.W. Roeser, E. Phelps, & R.M. Lerner (Eds.), Positive Youth Development and Spirituality: From theory to research (pp. 74-105). West Conshohocken, PA: Templeton Foundation Press. Click Here

Eccles, J.S. & Roeser, R.W. (2009). Schools, academic motivation, and Stage-Environment Fit. In R.M. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology, 3rd Edition. Hoboken, NJ: Wiley. Click Here

King, P.D. & Roeser, R.W. (2009). Religion and spirituality in adolescent development. In R.M. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology, 3rd Edition. Hoboken, NJ: Wiley. Click Here

Roeser, R.W., Stephens, J.C. & Urdan, T. (in press). School as a context of motivation and development. To appear in K. Wentzel & A. Wigfield, (Eds.), Handbook of Motivation. Mahwah, NJ: Lawrence Erlbaum. Click Here

Wigfield, A., Eccles, J.S., Roeser, R.W., & Schiefele, U. (in press). Development of achievement motivation. In W. Damon & R.M. Lerner (Eds.), Developmental Psychology: An Advanced Coursebook. New York: Wiley. Click Here