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

Journal article


Eccles, Jacquelynne S. and Wigfield, Allan. (2020). From expectancy-value theory to situated expectancy-value theory : A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology. 61, p. 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
AuthorsEccles, Jacquelynne S. and Wigfield, Allan
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.

Keywordsexpectancy-value theory; development of expectancies and values; motivation interventions; hierarchies of expectancies and values
Year2020
JournalContemporary Educational Psychology
Journal citation61, p. 101859
PublisherAcademic Press Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2020.101859
Scopus EID2-s2.0-85084136363
Research or scholarlyResearch
Page range1-13
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All rights reserved
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Output statusPublished
Publication dates
Online25 May 2020
Publication process dates
Deposited05 Jul 2021
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