Expectancy–Value Theory of Achievement Motivation

Wigfield, Allan; Eccles, Jacquelynne S.

doi:10.1006/ceps.1999.1015

Cited by 5,032 publications

(4,542 citation statements)

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“…The importance of usefulness to students' motivation has been researched by future time perspective theorists (De Volder & Lens, 1982;Kauffman & Husman, 2004) and by those studying utility value (Wigfield & Eccles, 2000). One implication is that instructors need to ensure that students understand the connection between the coursework and their future goals.…”

Section: Components Of the Music Modelmentioning

confidence: 99%

“…Perceptions of competence and expectancy are critical to the motivation theories of many researchers, such as those studying self-concept (Marsh, 1990), self-efficacy (Bandura, 1986(Bandura, , 1997, self-worth (Covington, 1992), goal orientation (Ames, 1992), and expectancy for success (Wigfield & Eccles, 2000). Instructors can foster students' success beliefs in a variety of ways, including making the course expectations clear, challenging students at an appropriate level, and providing students with feedback regularly.…”

Section: Components Of the Music Modelmentioning

confidence: 99%

“…We measured success using the 4-item Perceived Competence Scale (Williams & Deci, 1996;Williams, Freedman, & Deci, 1998) to assess students' feelings of competence in the course. We measured situational interest with a 3-item scale used by Jones (2010a) that included items similar to those used by other researchers (e.g., Simpkins, Davis-Kean, & Eccles, 2006;Wigfield & Eccles, 2000) to measure "intrinsic interest value" and "situational interest. " This scale measures the extent to which students enjoy and are interested in the course.…”

Section: Quantitative Phasementioning

confidence: 99%

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The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

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We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

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Section: Components Of the Music Modelmentioning

confidence: 99%

Section: Components Of the Music Modelmentioning

confidence: 99%

Section: Quantitative Phasementioning

confidence: 99%

See 1 more Smart Citation

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

View full text Add to dashboard Cite

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“…Araz and Teaching Self-Efficacy 17 Sungur (2007) suggested that using the MSLQ to assess task value beliefs can be problematic since the subscale designed to measure this construct includes three sub-components, namely importance value, utility value, and intrinsic interest. Among these sub-components of task value beliefs, utility value is thought to be associated with extrinsic motivation, which is generally found to be negatively linked to adaptive outcomes (Wigfield & Eccles, 2000). For this reason, according to Araz and Sungur (2007), while proposing conceptual models, it may be better to include these subcomponents separately rather than combining them with overall task value beliefs Relationship between Pre-Service Science Teachers' Personality, Academic Self-Regulation and Self-Efficacy…”

Section: Relationship Between Academic Self-regulation and Self-efficacymentioning

confidence: 99%

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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Abstract. The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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“…This notion is closely related to motivational expectancy-value models (for reviews see Eccles & Wigfield, 2002;Wigfield & Eccles, 2000). Expectancy-value models assume, that behavior is best explained by the multiplicative product of attainment probability (or goal expectancy) and the valance of a goal (or goal value).…”

Section: On Expectancies and Values: What Makes A "Good Goal?"mentioning

confidence: 99%

Some evidence for the usefulness of an optimal foraging theory perspective on goal conflict and goal facilitation.

Tomasik¹,

Knecht²,

Freund³

2017

Journal of Personality and Social Psychology

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Based on optimal foraging theory, we propose a metric that allows evaluating the goodness of goal systems, i.e., systems comprising multiple goals with facilitative and conflicting interrelations. This optimal foraging theory takes into account expectancy and value, as well as opportunity costs, of foraging. Applying this approach to goal systems provides a single index of goodness of a goal system for goal striving. Three quasi-experimental studies (N = 277, N = 145, and N = 210) provide evidence for the usefulness of this approach for goal systems comprising between three to 10 goals. Results indicate that persons with a more optimized goal-system are more conscientious and open to new experience, are more likely to represent their goals in terms of means (i.e., adopt a process focus), and are more satisfied and engaged with their goals. Persons with a suboptimal goal system tend to switch their goals more often and thereby optimize their goal system. We discuss limitations as well as possible future directions of this approach. AbstractBased on optimal foraging theory, we propose a metric that allows evaluating the goodness of goal systems, i.e., systems comprising multiple goals with facilitative and conflicting interrelations. This optimal foraging theory takes into account expectancy and value, as well as opportunity costs, of foraging. Applying this approach to goal systems provides a single index of goodness of a goal system for goal striving. Three quasi-experimental studies (N = 277, N = 145, and N = 210) provide evidence for the usefulness of this approach for goal systems comprising between three to 10 goals. Results indicate that persons with a more optimized goal-system are more conscientious and open to new experience, are more likely to represent their goals in terms of means (i.e., adopt a process focus), and are more satisfied and engaged with their goals.Persons with a suboptimal goal system tend to switch their goals more often and thereby optimize their goal system. We discuss limitations as well as possible future directions of this approach.Keywords: Disengagement; goal systems; multiple goals; optimal foraging. GOAL CONFLICT AND GOAL FACILITATION 3Some Evidence for an Optimal Foraging Theory Perspective on Goal Conflict and Goal Facilitation Goals, defined as "desired states that people seek to obtain, maintain or avoid" (Emmons, 1996, p. 314), can be considered as "building blocks of personality and development in adulthood" (Freund & Riediger, 2006, p. 353) that provide direction and meaning to a person's life (Freund, 2007; Klinger, 1977;Little, 1989). Goals guide attention and behavior (e.g., Bargh & Ferguson, 2000) and represent a standard for evaluating performance (e.g., Bandura, 1989), which in turn affects subjective well-being (e.g., Brunstein, 1993). Given the importance of goals for adaptation and development, it is not surprising that there are numerous theories that attempt to explain and understand the processes of goal setting (e.g., Austin & Bobko, 1985;L...

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Expectancy–Value Theory of Achievement Motivation

Cited by 5,032 publications

References 36 publications

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Some evidence for the usefulness of an optimal foraging theory perspective on goal conflict and goal facilitation.

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