From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation

By Jacquelynne S. Eccles, Allan Wigfield. 2020

1,883 citations recorded by the source corpus.

Abstract Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision to call the theory Situated Expectancy-Value Theory (SEVT). First, we note how visual representations of the model make it appear static, linear, and monolithic, something that was not intended from its inception. Second, we discuss definitions of the major psychological constructs in the model, focusing on our and others’ elaboration of the task value component, particularly the “cost” component. In this section we also discuss research on the development of expectancies and values. Third, we discuss the often-neglected middle part of the model focused on how individuals understand and interpret their own performance as well as the many messages they receive from different socializers regarding their activity participation and performance. In the fourth section we discuss the situative and culturally-focused aspects of the model, stressing the impact of the situation and cultural background on children’s developing expectancy and value hierarchies. The fifth issue (one that we mention in several of the previous sections) concerns the importance of understanding the development of individuals’ hierarchies of expectancies of success and subjective task values and how they relate to performance, choice, and engagement.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aa66407ce85108d5e992142c21fae22d091604d1

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Citations in the corpus

Gender Stereotypes Influence Children’s STEM Motivation (2021, background): “…science (Leaper, 2015; Liben & Bigler, 2002), social psychology research on balanced identity and social identity threat (Cvencek, Kapur, & Meltzoff, 2015; Tobin et al., 2010; Walton & Brady, 2021), and educational psychology (Eccles & Wigfield, 2020), providing a bridge between disciplines.”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Teachers’ Motivation as Self-Regulated Learners Motivational variables haven been identified as key factors for academic success and cover aspects such as intrinsic task interest and value, self-efficacy, self-concept, goal orientation, self-attributions, and the regulation of one’s motivation (Band”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, methodology): “In their recent review of the situated expectancy-value theory, Eccles and Wigfield (2020) pointed out that attainment values may be more salient during periods when individuals are actively exploring their options and identities.”