The development of achievement beliefs and behavior, particularly from middle childhood through early adolescence, and the role of the social setting (schools, classrooms, peer groups) in explaining different patterns of change across time. In regards to student outcomes she has considered variations in students’ academic and social goals, help seeking behaviors, engagement and achievement. In regards to the social setting she is interested in the classroom motivational climate, teacher-student relationships, quality of friendships and characteristics of students’ peer groups and social networks.
