Présentation du Pr. Jacquelynne Eccles University of Michigan pour le titre de Docteur Honoris Causa de la Faculté de psychologie et des sciences de l’éducation Par le Pr. Mariane Frenay, UCL

Ba in Social Psychology, University of California, at Berkeley PhD, University of California, at Los Angeles McKeachie Collegiate Professor of Psychology, University of Michigan, at Ann Harbor  Gender and Achievement Research Program, Institute for Research on Women and Gender  Research Center for Group Dynamics, Institute for Social Research Department of Psychology – graduate program  Developmental Psychology  Combined Doctoral Program in Education and Psychology  Women’s study and Psychology

20 Honors and awards, since Books and Special Issues of Journals 125 Journal articles 80 Chapters Invited Addresses and conference presentations

What influences and experiences contribute to the different outcomes for children during their first school years? What relation of social experiences (school, family, peers, neighborhood), and individual characteristics to adolescents' transition into young adulthood ? And how can the likelihood of successful outcomes be increased? How beliefs about the self will shape academic interests, choices and decisions on educational, occupational, and interpersonal life-task planning; on work and educational achievements; on life-role choices through adolescence and early adulthood?

Critical Significance of Social Context in Formative Periods of Human Development Some systematic individual-level, age-related changes are a consequence of systematic changes in the contexts, especially the family and the school, that individuals move through as they age Identity formation, peer group membership, and attachment to non-familial adults mediate associations of extracurricular activity involvement with both educational and risky behavior outcomes during adolescence and young adulthood

Expectancy-Value Model of Motivation and Choice Amplification of the model by showing how context shapes both expectancies and values Centrality of values as key to understanding individual differences in such gender-related choices as taking advanced math and aspiring to jobs in fields linked to physical science, technology, and engineering  Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53,

Social Identity and Academic Achievement Social, cultural, and interpersonal forces that shape, and sometimes limit, beliefs about the self, and consequently, the academic interests, choices, and performance of women and minorities in adolescence and early adulthood

External Research Support Awards National Institute of Child Health and Human Development  Risk and Promotive Effects on Adolescence Development  Family and Child Well-Being Network: Healthy Development in Families, Schools, & Communities National Science Foundation  Women Minorities and Technology MacArthur Foundation  Successful pathways through middcle childhood William T. Grant Foundation  Identity and activities Spencer Foundation  African-Americans in Higher Education

Research Projects Childhood and Beyond  Longitudinal study of 800 children, from 1986 (age 5), during 13 years, 9 waves the Michigan Study of Adolescent and Adult Life Transitions  Longitudinal study of 3200 children, since 1983 (grade 6) to 2000, 9 waves Maryland Adolescent Development in Context Study  Longitudinal study of 1500 adolescents and families, 63% african-american, diverse SES, from 1991 (grade7), 6waves

Bringing Psychological Theory to Bear on Social Issues 1999, Kurt Lewin Award, given by the Society for the Psychological Study of Social Issues  Eccles. J. S. & Gootman, J. (Eds) (2002). Community programs to promote youth development. Washington DC: National Academy Press.  Eccles, J.S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular Activities and Adolescent Development. Journal of Social Issues, 59,

Fundamental and Applied Research J. Eccles continually relates her work to school policy and educational curricula : designing developmentally appropriate school environments for children and adolescents 1996, James McKeen Cattell Fellow Award for lifetime of outstanding contributions to the area of applied psychological research, given by the Association for Psychological Science  Lee Cronbach, Aaron Beck, Robert Glaser, Urie Bronfenbrenner (1993), Martin Seligman (1995), Ann Brown (1997),Elizabeth Loftus (1997), Robert Sternberg (1999), Robert Rosenthal (2001), Albert Bandura (2003)

Social, Educational and Developmental Psychology 1992, Outstanding Publication Award, AERA, division E  Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1-46 APA Outstanding article from the last 50 years  Eccles, J. S., Midgley, C., Buchanan, C. M., Wigfield, A., Reuman, D., & Mac Iver, D. (1993). Developmental during adolescence: The impact of stage/environment fit. American Psychologist, 48, , Thorndike Award for Lifetime Research Contributions to the field of Educational Psychology, Division 15, APA 2006, Hill Award for Distinguished Lifetime Contribution to Research on Adolescence, Society for Research on Adolescence

Education and Training of Researchers 29 dissertations chaired or co-chaired 2006, Outstanding Mentor Award, Division 7 (Developmental Psychology), APA Co-chair of the International Doctorate Program in Life Span Development  Max Planck Institute for Human Development of Berlin,  Free University of Berlin,  Humbold-University Berlin,  University of Virginia, Charlottesville,  University of Michigan, Ann Harbor

Administrative Experiences Scientific societies  President, Society for Research on Adolescence  Society for the Psychological Study of Social Issues, Council  American Psychological Association: APA Task Force on K-12 Education APA Board of Scientific Affairs  AERA, American Educational Research Association Journals  Editor: Research on Human Development, Journal of Research on Adolescence  Associate Editor: Psychological Bulletin, Child Development  Editorial boards: Journal of Youth and Adolescence, Adolescence, AERJ National Committees:  Committee on equal opportunities in science program of the American Association of the Advancement of science,  National Science Foundation Committee on Equity in Science and Engineering,  MacArthur Foundation Network on Adolescent Development in Risky Environment and on successful pathways through middle childhood,  National academy of science task force on adolescent development  National academy of science panel on community based programs for youth.