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Expectancy-Value Theory of Achievement Motivation - Wigfield, Allan; Eccles, Jacquelynne (2000) (EN)The article has no numbered section headers for its first half; it opens with an untitled introduction laying out the model, then two untitled expository stretches defining the expectancy/ability and value constructs, followed by one explicit top-level header ("STUDIES TESTING ASPECTS OF THE EXPECTANCY–VALUE MODEL") with two named sub-sections, and closes with a brief conclusion and references. Sections below are grouped as read:
The article presents the expectancy–value model of achievement motivation developed by Eccles, Wigfield, and colleagues, in which individuals' choice, persistence, effort, and performance on achievement tasks are explained by two families of belief: their expectancies for success and the subjective value they attach to the task. It defines the core constructs — ability beliefs, expectancies for success, and the value components (attainment value/importance, intrinsic/interest value, utility value, and cost) — and contrasts them with neighbouring constructs (Bandura's self-efficacy, intrinsic/extrinsic motivation, interest). It then reviews findings from three longitudinal studies on two questions: how these beliefs and values change (in structure and in mean level) across the school years, and how they relate to performance and to choice of activities. Two recurring empirical claims stand out: ability beliefs and expectancies load together empirically (though theoretically distinct) and are domain-specific; and while ability/expectancy beliefs are the strongest predictors of performance, subjective task values are the strongest predictors of choice.
Achievement motivation theorists seek to explain choice, persistence, effort, and performance on achievement tasks. Expectancy–value theory, a long-standing tradition, argues that these outcomes follow from beliefs about how well one will do and how much one values the activity. The authors focus on the Eccles et al. (1983) model, first studied in mathematics, in which expectancies and values directly influence achievement choices as well as performance, effort, and persistence, and are themselves shaped by task-specific beliefs (ability beliefs, perceived difficulty, goals, self-schemata, affective memories) that in turn reflect prior experiences and socialization.
"Theorists in this tradition argue that individuals' choice, persistence, and performance can be explained by their beliefs about how well they will do on the activity and the extent to which they value the activity"
"expectancies and values are assumed to influence directly achievement choices. They also influence performance, effort, and persistence."
"Expectancies and values are assumed to be influenced by task-specific beliefs such as ability beliefs, the perceived difficulty of different tasks, and individuals' goals, self-schema, and affective memories."
Expectancies for success are defined as beliefs about how well one will do on upcoming tasks; ability beliefs are the perception of one's current competence. The two are conceptually distinct (future vs. present) but empirically highly related. The authors situate their expectancy construct relative to Bandura's self-efficacy — closer to his efficacy-expectation than to his outcome-expectation construct — and note that their own measures tend to be domain-specific rather than task-specific. They review how the ability construct appears across other theories (Weiner's attributions, Covington's self-worth, Deci and Ryan's need for competence, self-concept research) and stress that measures differ chiefly in specificity and in what aspect of ability is probed.
"Ability beliefs are defined as the individual's perception of his or her current competence at a given activity."
"Ability beliefs thus are distinguished conceptually from expectancies for success, with ability beliefs focused on present ability and expectancies focused on the future. However, empirically these constructs are highly related"
"Thus our expectancy construct is more similar to Bandura's efficacy expectation construct than it is to the outcome expectancy construct."
"In their self-determination theory, Deci, Ryan, and their colleagues [...] included the need for competence as a basic need that individuals have"
Turning to values, the authors distinguish four components proposed by Eccles et al. (1983): attainment value (importance of doing well), intrinsic value (enjoyment from the task), utility value (how the task serves future plans), and cost (what engaging in an activity forecloses, plus effort and emotional cost). Most empirical work has addressed the first three. Intrinsic/interest value is related to — but theoretically distinct from — Deci's intrinsic motivation and interest research; utility value captures more extrinsic reasons and ties to extrinsic motivation.
"Eccles et al. defined attainment value as the importance of doing well on a given task."
"Intrinsic value is the enjoyment one gains from doing the task."
"Utility value or usefulness refers to how a task fits into an individual's future plans, for instance, taking a math class to fulfill a requirement for a science degree."
"Cost refers to how the decision to engage in one activity (e.g., doing schoolwork) limits access to other activities (e.g., calling friends), assessments of how much effort will be taken to accomplish the activity, and its emotional cost."
The empirical review draws on three major longitudinal studies: a study of gender differences in math and English beliefs (5th–12th graders); a study of the elementary-to-junior-high transition (6th graders followed into 7th grade); and a 10-year study following children from 1st, 2nd, and 4th grade to high school graduation. In each, children completed questionnaires on ability beliefs, expectancies, and subjective values; samples were mostly European–American and lower-middle to middle class.
"We have addressed these issues in three major longitudinal studies."
"In each study children completed questionnaires assessing their ability beliefs, expectancies for success, and subjective valuing of different activities, along with a variety of other constructs."
Two kinds of change are examined: structure and mean level. Structurally, confirmatory factor analyses show that ability beliefs and expectancies for success consistently load together (empirically indistinguishable as measured) but are domain-specific even in 1st graders; children also distinguish ability-related beliefs from subjective values, and the value components separate empirically (clearly from 5th grade up, less so earlier). At the mean level, ability-related beliefs and values generally decline as children get older, with declines varying by domain and often sharpest around the junior-high transition — attributed both to children becoming more realistic in self-assessment and to changes in the school environment.
"across childhood and adolescence children's and adolescents' ability beliefs and expectancies for success consistently loaded together in our CFAs"
"These theoretically distinct constructs do not appear to be empirically distinguishable, at least as we have measured them."
"young children also seem to distinguish between their ability [...] beliefs and subjective task values."
"children's ability-related beliefs and values become more negative in many ways as they get older, at least through early adolescence."
Analyses from Studies 1 and 3 yield two fundamental findings: ability/expectancy beliefs are the strongest predictors of subsequent performance (grades), even controlling for prior performance, whereas subjective task values are the strongest predictors of choice (intentions to keep taking math, actual decisions). Structural-equation models show effects of prior performance on later performance are mediated through ability and expectancy beliefs, and that these links appear as early as 2nd and 3rd grade; interest/values, by contrast, did not predict grades.
"even when previous performance is controlled, children's beliefs about their ability and expectancies for success are the strongest predictors of subsequent grades in math, predicting those outcomes more strongly than either previous grades or achievement values."
"children's subjective task values are the strongest predictors of children's intentions to keep taking math and actual decisions to do so."
"Thus the effects of previous performance on current performance are mediated through children's ability and expectancy beliefs."
"children's ability-related beliefs relate to their performance, but their achievement values do not."
The authors summarize their work on the nature of expectancies, ability beliefs, and subjective task values, and flag validation work — testing similarities and differences among these constructs, especially the ability-related ones — as a priority for future research, alongside continued study of how the beliefs develop and relate to performance and choice.
"An important issue for future research is to do validation studies to test further similarities and differences in these constructs, particularly the ability-related constructs."
library/04_Motivation_developpement/Theories_de_la_motivation/Expectancy-Value Theory of Achievement Motivation - Wigfield, Allan; Eccles, Jacquelynne (2000) (EN).txt.txt (curly quotes and dashes normalized).