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Allan Wigfield - One of the best experts on this subject based on the ideXlab platform.
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How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice
Educational Psychology Review, 2020Co-Authors: Allan Wigfield, Jacquelynne S. Eccles, Jens MöllerAbstract:The authors connect Moller and Marsh’s dimensional comparison Theory with Eccles, Wigfield, and colleagues’ Expectancy-Value Theory of achievement performance and choice, to help explain the observed relations between key constructs in Expectancy-Value Theory and their relations to individuals’ achievement outcomes by specifying processes that underlie those relations. Dimensional comparison processes concern individuals’ comparisons of their ability in one domain with their ability in another domain. The authors posit that these (along with social and temporal comparisons) play a critical role not just in the development of individuals’ self-concepts of ability but also in the development of their subjective task values for different activities, and the connections of these to performance and choice. Dimensional comparison Theory and the evidence for the strong impact of dimensional comparisons on individuals’ self-concepts of ability is presented, followed by a brief overview of Expectancy-Value Theory. The authors then discuss how dimensional comparisons can impact subjective task values but why the relations are weaker than for self-concepts of ability. They then describe how dimensional comparisons influence individuals’ interpretations of their achievement outcomes and their affective reactions to those outcomes and conclude with suggestions for future research.
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From Expectancy-Value Theory to situated Expectancy-Value Theory: A developmental, social cognitive, and sociocultural perspective on motivation
Contemporary Educational Psychology, 2020Co-Authors: Jacquelynne S. Eccles, Allan WigfieldAbstract: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.
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35 years of research on students' subjective task values and motivation: A look back and a look forward
Advances in Motivation Science, 2020Co-Authors: Allan Wigfield, Jacquelynne S. EcclesAbstract:Abstract We discuss the development of Eccles, Wigfield, and colleagues' Expectancy-Value model of achievement motivation (now called SEVT for situated expectancy value Theory) and review the research on the part of the model that concerns the development of children's expectancies and values and their relations to performance and activity choice. We focus primarily on subjective task value (STV), first discussing the definition of its different components (intrinsic value, attainment value, utility value, and perceived cost) and how they develop across the childhood and adolescent years. We discuss relations among these components and the notion of “hierarchies of values” as being especially important for activity choice. We next turn to discussion of sources of influences on task values and processes by which individuals' STVs take shape. Next is a discussion of how individuals' values and expectancies relate to their activity choice; we discuss both variable-centered and person centered research addressing this issue. Then we discuss Expectancy-Value Theory based interventions that have focused primarily on enhancing individuals' utility values. We close with suggestions for future research.
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What Does Expectancy-Value Theory Have to Say about Motivation and Achievement in Times of Change and Uncertainty?
Advances in Motivation and Achievement, 2019Co-Authors: Allan Wigfield, Jessica R. GladstoneAbstract:Abstract We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ Expectancy-Value Theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.
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Expectancy-Value Theory: retrospective and prospective
Advances in Motivation and Achievement, 2010Co-Authors: Allan Wigfield, Jenna CambriaAbstract:Expectancy-Value Theory is prominent in different areas in psychology, and a number of educational and developmental psychologists who study the development of achievement motivation have utilized this Theory in their work (see Schunk, Pintrich, & Meece, 2006; Weiner, 1992; Wigfield & Eccles, 1992; Wigfield, Tonks, & Klauda, 2009 for overviews). In this chapter, we discuss current Expectancy-Value theoretical models of achievement motivation and review research based on these models. Much of this research has focused on the development of children's expectancies and values, and how expectancies and values relate to performance, choice of different activities, and emotions. We discuss the major findings from each of these areas of research. We also provide suggestions for future research based in this Theory for the next decade. We focus our review and suggestions for future research primarily on elementary and secondary school students, but include some relevant work done with college students.
Jacquelynne S. Eccles - One of the best experts on this subject based on the ideXlab platform.
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How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice
Educational Psychology Review, 2020Co-Authors: Allan Wigfield, Jacquelynne S. Eccles, Jens MöllerAbstract:The authors connect Moller and Marsh’s dimensional comparison Theory with Eccles, Wigfield, and colleagues’ Expectancy-Value Theory of achievement performance and choice, to help explain the observed relations between key constructs in Expectancy-Value Theory and their relations to individuals’ achievement outcomes by specifying processes that underlie those relations. Dimensional comparison processes concern individuals’ comparisons of their ability in one domain with their ability in another domain. The authors posit that these (along with social and temporal comparisons) play a critical role not just in the development of individuals’ self-concepts of ability but also in the development of their subjective task values for different activities, and the connections of these to performance and choice. Dimensional comparison Theory and the evidence for the strong impact of dimensional comparisons on individuals’ self-concepts of ability is presented, followed by a brief overview of Expectancy-Value Theory. The authors then discuss how dimensional comparisons can impact subjective task values but why the relations are weaker than for self-concepts of ability. They then describe how dimensional comparisons influence individuals’ interpretations of their achievement outcomes and their affective reactions to those outcomes and conclude with suggestions for future research.
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From Expectancy-Value Theory to situated Expectancy-Value Theory: A developmental, social cognitive, and sociocultural perspective on motivation
Contemporary Educational Psychology, 2020Co-Authors: Jacquelynne S. Eccles, Allan WigfieldAbstract: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.
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35 years of research on students' subjective task values and motivation: A look back and a look forward
Advances in Motivation Science, 2020Co-Authors: Allan Wigfield, Jacquelynne S. EcclesAbstract:Abstract We discuss the development of Eccles, Wigfield, and colleagues' Expectancy-Value model of achievement motivation (now called SEVT for situated expectancy value Theory) and review the research on the part of the model that concerns the development of children's expectancies and values and their relations to performance and activity choice. We focus primarily on subjective task value (STV), first discussing the definition of its different components (intrinsic value, attainment value, utility value, and perceived cost) and how they develop across the childhood and adolescent years. We discuss relations among these components and the notion of “hierarchies of values” as being especially important for activity choice. We next turn to discussion of sources of influences on task values and processes by which individuals' STVs take shape. Next is a discussion of how individuals' values and expectancies relate to their activity choice; we discuss both variable-centered and person centered research addressing this issue. Then we discuss Expectancy-Value Theory based interventions that have focused primarily on enhancing individuals' utility values. We close with suggestions for future research.
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Math-related career aspirations and choices within Eccles et al.'s Expectancy-Value Theory of achievement-related behaviors.
Developmental psychology, 2017Co-Authors: Fani Lauermann, Yi-miau Tsai, Jacquelynne S. EcclesAbstract:Which occupation to pursue is one of the more consequential decisions people make and represents a key developmental task. Yet the underlying developmental processes associated with either individual or group differences in occupational choices are still not well understood. This study contributes toward filling this gap, focusing in particular on the math domain. We examined two aspects of Eccles et al.'s (1983) Expectancy-Value Theory of achievement-related behaviors: (a) the reciprocal associations between adolescents' expectancy and subjective task value beliefs and adolescents' career plans and (b) the multiplicative association between expectancies and values in predicting occupational outcomes in the math domain. Our analyses indicate that adolescents' expectancy and subjective task value beliefs about math and their math- or science-related career plans reported at the beginning and end of high school predict each other over time, with the exception of intrinsic interest in math. Furthermore, multiplicative associations between adolescents' expectancy and subjective task value beliefs about math predict math-related career attainment approximately 15 years after graduation from high school. Gender differences emerged regarding career-related beliefs and career attainment, with male students being more likely than female to both pursue and attain math-related careers. These gender differences could not be explained by differences in beliefs about math as an academic subject. (PsycINFO Database Record
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Expectancy-Value Theory of Achievement Motivation.
Contemporary educational psychology, 2000Co-Authors: Allan Wigfield, Jacquelynne S. EcclesAbstract:We discuss the Expectancy-Value Theory of motivation, focusing on an Expectancy-Value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities. Copyright 2000 Academic Press.
Eric D. Deemer - One of the best experts on this subject based on the ideXlab platform.
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Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists
Social Psychology of Education, 2015Co-Authors: Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. DeemerAbstract:The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women’s worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women’s science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established Expectancy-Value Theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women’s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women’s participation in science are discussed.
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losing its expected communal value how stereotype threat undermines women s identity as research scientists
Social Psychology of Education, 2015Co-Authors: Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. DeemerAbstract:The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women’s worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women’s science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established Expectancy-Value Theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women’s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women’s participation in science are discussed.
Jessi L. Smith - One of the best experts on this subject based on the ideXlab platform.
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Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists
Social Psychology of Education, 2015Co-Authors: Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. DeemerAbstract:The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women’s worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women’s science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established Expectancy-Value Theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women’s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women’s participation in science are discussed.
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losing its expected communal value how stereotype threat undermines women s identity as research scientists
Social Psychology of Education, 2015Co-Authors: Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. DeemerAbstract:The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women’s worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women’s science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established Expectancy-Value Theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women’s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women’s participation in science are discussed.
Elizabeth R. Brown - One of the best experts on this subject based on the ideXlab platform.
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Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists
Social Psychology of Education, 2015Co-Authors: Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. DeemerAbstract:The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women’s worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women’s science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established Expectancy-Value Theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women’s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women’s participation in science are discussed.
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losing its expected communal value how stereotype threat undermines women s identity as research scientists
Social Psychology of Education, 2015Co-Authors: Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. DeemerAbstract:The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women’s worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women’s science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established Expectancy-Value Theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women’s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women’s participation in science are discussed.
