Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes

The motivational system of task values and anticipated emotions in daily academic behavior

“…The ecological fallacy occurs when statistical inferences from groups are inappropriately generalized to individuals (Fisher et al, 2018 ). To avoid these concerns, recent research in the field of educational psychology has utilized person-centered approaches to understand heterogeneity in undergraduate science courses and students’ patterns of engagement across contexts (Fong et al, 2021 ; Robinson et al, 2017 ), situational fluctuations in ability beliefs and values (Dietrich et al, , 2017 , 2019 ), and academic emotions in adolescence (Ganotice et al, 2016 ; Moeller et al, 2018 ). These studies consistently identified unique profiles with respect to key motivational constructs.…”

Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals

“…Traditionally, EVT argued that students’ expectancy of success and their subjective task value had a direct influence on their achievement choices, effort, persistence, and performance (Wigfield & Eccles, 1992 , 2000 ). EVT has been widely applied in different domains, including language learning (e.g., Seetee et al, 2021 ), science subjects (e.g., Guo et al, 2017 ), and mathematics (e.g., Fong et al, 2021 ). Those studies revealed that school and national curricula seem to offer students fewer choices and less autonomy in the highly competitive learning situation, which erodes students’ expectancy to put in effort, especially in those subject domains in which they have learning difficulties (Loh, 2019 ).…”

Gender differences in high school students’ perceived values and costs of learning chemistry

“…Understanding factors that influence student choice of chemistry majors and careers remains an important task for researchers, educators, and policy makers wishing to increase student interest in chemistry. Situated Expectancy-Value Theory (SEVT) (Wigfield and Eccles, 2020), which posits that choice behaviors are closely associated with the perceived value and cost of tasks, provides a useful theoretical lens to understand students' achievement, choices, or retention in STEM-related fields (Nagy et al, 2006;Chow et al, 2012;Watt et al, 2012;Perez et al, 2014;Chang, 2015;Guo et al, 2017;Guo et al, 2018;Jiang et al, 2020;Fong et al, 2021;Wan, 2021;Wang et al, 2021). To date, little work has been done to conceptualize values and costs of learning chemistry in Eastern countries, despite its potential to advance understanding about students' academic choices in these contexts.…”

“…Differences in construct operationalization, contexts, and domains have revealed somewhat mixed findings in the relation among value and cost constructs. Positive subjective task value (i.e., attainment, intrinsic and utility value) have been found to positively correlate with each other in math and science, as do different types of costs (Trautwein et al, 2012;Gaspard et al, 2018;Perez et al, 2019;Fong et al, 2021). Typically, positive subjective task values are negatively correlated with costs.…”