Expectancy-Value Theory of Achievement Motivation.

By Allan Wigfield, Jacquelynne S. Eccles. Contemporary Educational Psychology, 2000

7,197 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0a28c12a02140983603c7231ebae70564066f86b

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Citations in the corpus

Change‐of‐career secondary teachers: motivations, expectations and intentions (2008, methodology): “Adapting the expectancy-value theory of motivation proposed in the work of Wigfield and Eccles (2000) these researchers developed a comprehensive factors influencing teaching choice (FIT-Choice) scale.”
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers (2008, background): “It is grounded in expectancy-value theory (Eccles (Parsons) et al., 1983; Wigfield & Eccles, 2000 ), which argues that individuals’ choices and behaviours are shaped by their expectancies and their values.”
Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, background): “Subjective task value refers to how a task meets different needs of individuals (Eccles et al, 1983 ; Wigfield & Eccles, 2000 ).”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, positive): “Students who feel that outcomes are useful to them and enjoy the learning process are more likely to engage in learning and achieve better academically (Wigfield & Eccles, 2000).”
An Investigation of College Students’ Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior (2013, background): “…attitudes motivate and direct behavior and emphasizes that perceived competence and intrinsic value are key constructs in achievement motivation (Wigfield & Eccles, 2000) and are assumed to be influenced by task-specific beliefs (e.g., ability beliefs, perceived difficulty of different tasks,…”
Do First-Year College Students' Expectations Align with their First-Year Experiences? (2005, background): “It states that motivation to perform to one’s ability is a product of the incentive inherent in an outcome and the likelihood of success (Geiger & Cooper, 1995; Wigfield & Eccles, 2000).”
A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools (2009, background): “For example, teachers who believe certain children are incapable of learning are less likely to provide them stimulating tasks that improve their learning (Wigfield & Eccles, 2000).”
Psychosocial Factors and Community College Student Success (2017, background): “Wigfield and Eccles (2000) defined expectancies for a learner’s success as beliefs about how well he or she will do on upcoming tasks, similar to the construct of self-efficacy.”