The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence

By Allan Wigfield, Jacquelynne S. Eccles. 2002

917 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/75b68c4ffc7bae4dc950c2ccadd346c1490ba520

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains (2019, background): “Given the substantial cross-sectional relations between intrinsic value and attainment value (Conley, 2012; Trautwein et al., 2012) and their shared intrinsic nature (Wigfield & Eccles, 2002), it is plausible to assume significantly positive temporal relations.”
Interest and Identity Development in Instruction: An Inductive Model (2009, methodology): “…is triggered and maintained should lead to connections that result in exploration (Flum & Kaplan, 2006) and/or recognition of task value and utility (Wigfield & Eccles, 2002), triggers do not always result in sustained engagement or their intended goal and may instead result in another outcome.”
Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006, methodology): “Major motivational theories, such as expectancy-value theory (Eccles, 1983; Eccles & Wigfield, 2002; Wigfield & Eccles, 2002; see also Pintrich & De Groot, 1990) and self-determination theory (Deci & Ryan, 2002), as well as theories of learning and instruction (Boekaerts, 1999; Brophy & Good, 1986;…”
Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence. (2016, background): “However, literature on expectancy-value theory (Wigfield & Eccles, 1992, 2002; Wigfield et al., 1997) suggests that children as young as first grade have different competence beliefs (i.e., how good they are at a given activity) and values (i.e., how important it is to be good at a given task)…”
Gender and Orientations Toward the Future: Links to Motivation (2004, methodology): “As Wigfield and Eccles (2002) noted, although there is evidence that sex differences in achievement have declined in recent years, there are still differences in the level of involvement of men and women in science and technology courses and careers.”
The Role of High Parental Expectations in Adolescents’ Academic Performance and Depression in Hong Kong (2018, methodology): “Based on the ecological systems theory (Bronfenbrenner, 1979) and expectancy-value theory (Wigfield & Eccles, 2002), it can be determined that adolescents’ expectations and values are influenced by their parents.”
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, methodology): “According to the expectancy-value theory (Wigfield & Eccles, 2002), https://doi.org/10.1016/j.lindif.2018.01.004 Received 4 May 2017; Received in revised form 11 December 2017; Accepted 2 January 2018 ☆ This paper uses data from the National Educational Panel Study (NEPS): Starting Cohort Grade 5,…”
Predictors of Young Adolescents’ Math Grades and Course Enrollment Intentions: Gender Similarities and Differences (2005, background): “…in a number of social cognitive theories (Bandura, 1997, 1999; Lent, Brown, & Hackett, 1994; Steele, 1997; Wigfield & Eccles, 2000) as important influences on behavior, choices, and success in the workplace and other achievement contexts (for reviews, see Stipek, 1992, and Wigfield & Eccles, 2002).”
Test-Taking Motivation and Mathematics Performance in TIMSS 2003 (2007, methodology): “The Test-Taking Motivation Questionnaire was developed with the expectancy-value theory of achievement motivation as the theoretical framework (see Wigfield & Eccles, 2000, 2002).”
Homework Completion at the Secondary School Level: A Multilevel Analysis (2011, methodology): “…there are biological, developmental, contextual, and individual differences that can affect individuals’ efforts at regulation (e.g., Husman, McCann, & Crowson, 2000; Pintrich, 2004) and their perceived task value (e.g., Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Wigfield & Eccles, 2002).”
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006, background): “Wigfield and Eccles (2002) suggested that these age-related changes also reflect changes in school environments that make evaluation and competition increasingly salient as students grow older.”