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Jacquelynne S Eccles - One of the best experts on this subject based on the ideXlab platform.
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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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school context achievement motivation and academic engagement a longitudinal study of school engagement using a multidimensional perspective
Learning and Instruction, 2013Co-Authors: Ming-te Wang, Jacquelynne S EcclesAbstract:This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students’ perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and Subjective Task Value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.
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gendered educational and occupational choices applying the eccles et al model of achievement related choices
International Journal of Behavioral Development, 2011Co-Authors: Jacquelynne S EcclesAbstract:I summarize a theoretical model of the social, cultural, and psychological influences on achievement-related choices and outline how this model can help us understand gendered educational and occupational choices. I argue that both gender differences and individual differences within each gender in educational and occupational choices are linked to differences in individuals’ expectations for success and Subjective Task Value. With regard to the gender difference in the occupations linked to math and physical science in particular, females are less likely to enter these fields than males both because they have less confidence in their math and physical science abilities and because they place less Subjective Value on these fields than they place on other possible occupational niches. Furthermore, gendered socialization practices at home, in the schools, and among peers play a major role in shaping these individual differences in self-perceptions and Subjective Task Values. I relate these theoretical and e...
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change in children s competence beliefs and Subjective Task Values across the elementary school years a 3 year study
Journal of Educational Psychology, 1997Co-Authors: Allan Wigfield, Jacquelynne S Eccles, Kwang Suk Yoon, Rena D Harold, Amy J A Arbreton, Carol Freedmandoan, Phyllis C BlumenfeldAbstract:The authors assessed change over 3 years in elementary school children's competence beliefs and Subjective Task Value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and Subjective Task Values did not change over time.
Wendy Symes - One of the best experts on this subject based on the ideXlab platform.
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Expectancy of success, Subjective Task-Value, and message frame in the appraisal of Value-promoting messages made prior to a high-stakes examination
Social Psychology of Education, 2016Co-Authors: David W. Putwain, Wendy SymesAbstract:Previous research has examined how Subjective Task-Value and expectancy of success influence the appraisal of Value-promoting messages used by teachers prior to high-stakes examinations. The aim of this study was to examine whether message-frame (gain or loss-framed messages) also influences the appraisal of Value-promoting messages. Two hundred and fifty-two participants in Years 12 and 13 read vignettes of fictional students who were high or low in Subjective-Task Value, and expectancy of success, and asked to imagine how that student would appraise either a gain or loss-framed message. A challenge appraisal followed vignettes with high Subjective Task-Value and high expectancy of success whereas a threat appraisal followed vignettes with high Subjective Task-Value and low expectancy of success. A loss-framed message resulted in a stronger threat appraisal, and a gain-framed message in a greater disregarding appraisal for the vignette with high Subjective Task-Value and high expectancy of success. Value-promoting messages can be appraised in different ways depending on combinations of intrapersonal (Subjective Task-Value and expectancy of success) and interpersonal (message-frame) influences.
Phyllis C Blumenfeld - One of the best experts on this subject based on the ideXlab platform.
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change in children s competence beliefs and Subjective Task Values across the elementary school years a 3 year study
Journal of Educational Psychology, 1997Co-Authors: Allan Wigfield, Jacquelynne S Eccles, Kwang Suk Yoon, Rena D Harold, Amy J A Arbreton, Carol Freedmandoan, Phyllis C BlumenfeldAbstract:The authors assessed change over 3 years in elementary school children's competence beliefs and Subjective Task Value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and Subjective Task Values did not change over time.
Yi-miau Tsai - One of the best experts on this subject based on the ideXlab platform.
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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 TsaiAbstract: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
Allan Wigfield - One of the best experts on this subject based on the ideXlab platform.
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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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change in children s competence beliefs and Subjective Task Values across the elementary school years a 3 year study
Journal of Educational Psychology, 1997Co-Authors: Allan Wigfield, Jacquelynne S Eccles, Kwang Suk Yoon, Rena D Harold, Amy J A Arbreton, Carol Freedmandoan, Phyllis C BlumenfeldAbstract:The authors assessed change over 3 years in elementary school children's competence beliefs and Subjective Task Value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and Subjective Task Values did not change over time.
