Motivational beliefs, values, and goals.

By Jacquelynne S. Eccles, Allan Wigfield. Annual Review of Psychology, 2002

7,257 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ba9ba981b1f4fcef8d68c7dee71198982e652da2

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement (2013, background): “…successfully are more likely to deploy the necessary efforts for achieving their goals, so positive self-perceptions of academic competence translate into higher expectations of success (Eccles & Wigfield, 2002; Malmberg, Wanner, & Little, 2008; Skinner, 1995; Skinner, Wellborn, & Connell, 1990).”
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, background): “In line with the expectancy-value theory (Eccles & Wigfield, 2002), this relationship was mediated by their competence beliefs and task values.”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “In this study we focus on the beliefs students have about the value of the task, and their competence (Eccles & Wigfield, 2002).”
Exploring first‐year academic achievement through structural equation modelling (2004, result): “Firstly, it is likely that the performance goals measured in this study reflected performance-approach goals, and recent research has suggested that performanceapproach goals are conducive to positive outcomes (Eccles & Wigfield, 2002).”
Measuring Motivation in Low-Stakes Assessments (2015, background): “The expectation component of expectancy value theory predicts that when there is a discrepancy between individual ability and test difficulty (i.e., the test is harder or easier than the student expected it to be), the student’s motivation will be impacted (Eccles & Wigfield, 2002).”
Perceived progress variability and entrepreneurial effort intensity: The moderating role of venture goal commitment (2015, background): “According to Weiner (1985), people’s causal attribution for achievement shapes subsequent goal striving, and the stability element determines individual’s expectancies for success (Eccles and Wigfield, 2002).”
Gender, Context, and Reading: A Comparison of Students in 43 Countries (2006, neutral): “However, in summing up the literature on interest in relation to learning, Eccles and Wigfield (2002) asserted that such interest is primarily associated with learning of text, particularly at deeper levels of comprehension.”
Goal Engagement during the School-Work Transition: Beneficial for All, Particularly for Girls. (2008, background): “…body of findings from the achievement domain shows that motivational factors, namely success expectancies, task values, and achievement goals, consistently emerge as predictors of goal attainment as measured by academic achievement (e.g., Eccles & Wigfield, 2002; Linnenbrink & Pintrich, 2002).”
The indirect link between perceived parenting and adolescent future orientation: A multiple-step model (2004, methodology): “…emphasising personal needs (Nuttin & Lens, 1985; Trommsdorff, 1986), the value of the future (Raynor & Entin, 1983), and the appraisal of internal (ability and effort) factors for satisfying personal needs (Trommsdorff, 1983), as well as modern expectancy-value theories (Eccles & Wigfield, 2002).”