Adolescents' Expectancies for Success and Achievement Task Values during the Middle and High School Years.

By Allan Wigfield, S. Tonks. 2002

87 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/610354fc79d9d0e3c77409d769e4c9f6a7535338

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Citations in the corpus

The Role of Positive Psychology in Enhancing Satisfaction, Motivation, and Productivity in the Workplace (2005, background): “Wigfield and Eccles (1992; see also Wigfield & Tonks, 2002) have proposed four components of subjective valuing.”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “…mathematics tasks (McInerney, 2000; Schunk & Miller, 2002), attending to students’ (negative) beliefs about their mathematics capacities (Wigfield & Tonks, 2002), developing goal-setting skills in mathematics (Locke & Latham, 2002), and promoting the use of growth and personal best…”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, background): “Expectancy-value identifies the role of significant socialisers’ attitudes, beliefs, and behaviours in developing young people’s expectancies and values (Wigfield & Tonks, 2002).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “For example, expectancy-value theory emphasizes that engagement follows when students value learning in a given subject matter or task, and when they expect to be successful in that domain (Wigfield & Eccles, 2000; Wigfield & Tonks, 2002).”
Motivation and Engagement Across the Academic Life Span (2009, background): “…uncertain control dimension (tapping the controllability element of attributions; see Connell, 1985; Weiner, 1994), (c) valuing (e.g., Eccles, 1983; Wigfield & Tonks, 2002) is reflected in the valuing dimension, (d) self-determination (in terms of intrinsic motivation; see Ryan & Martin /…”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, methodology): “More recent formulations of expectancy-value theory (e.g., Eccles, 1983; Wigfield, 1994; Wigfield & Tonks, 2002) have refined and extended Atkinson’s original formulation by suggesting that (a) the expectancy-value framework can be applied to the whole range of behavior, not just risk-taking…”
Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School. (2010, background): “…and challenges unique to that time (Anderman & Midgley, 1997; Roeser, Eccles, & Sameroff, 2000); a decline in student motivation and engagement has been found to emerge during high school (see Wigfield & Tonks, 2002) and to continue into the middle years of high school (Martin, 2001, 2003, 2007).”