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

Eccles, Jacquelynne S.; Wigfield, Allan

doi:10.1016/j.cedpsych.2020.101859

Cited by 848 publications

(1,119 citation statements)

References 66 publications

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“…To summarize reported results, several teachers' motivational variables have a strong impact on teachers' behavior and support a more favorable instructional environment such as mastery goal structure in classrooms or greater learning support, which all promote students SRL (Zee and Koomen, 2016;Eccles and Wigfield, 2020). However, the results from studies in other fields (e.g., Mathematics, Technology, English) reveal inconsistent relationships between motivational variables and knowledge.…”

Section: Teachers Motivation As Agents Of Srlmentioning

confidence: 85%

“…Motivational variables haven been identified as key factors for academic success and cover aspects such as intrinsic task interest and value, self-efficacy, self-concept, goal orientation, self-attributions, and the regulation of one's motivation (Bandura, 1997;Eccles and Wigfield, 2020;Hattie et al, 2020;Schunk and DiBenedetto, 2020). Learners with higher self-concept, selfefficacy, or task value are often more advanced at difficult tasks, show deeper learning approaches, become more interested and deeply engrossed in their activities, set more challenging goals, and maintain a stronger commitment to those goals compared to students with lower self-efficacy (e.g., Mega et al, 2014;Schneider and Preckel, 2017;Karlen et al, 2019).…”

Section: Teachers' Motivation As Self-regulated Learnersmentioning

confidence: 99%

“…In the field of teachers' professional competences, motivational variables cover aspects such as teachers' self-efficacy, the attributed value to a particular domain, teaching motivation, and enthusiasm, which all influence a teacher's actions in class (Richardson et al, 2014;Zee and Koomen, 2016). Arguing on the basis of the expectancy-value theory (Eccles and Wigfield, 2020), the value individuals allocate to a particular activity (e.g., personal importance of a given task) and the expected success in this activity are key factors that impact their effort and performance. In addition, following Bandura's social cognitive theory of self-efficacy Bandura (1986), teachers' self-efficacy describes their self-perception in their ability to organize and execute actions required to successfully influence student learning and achievement, even in challenging situations (Tschannen-Moran et al, 1998).…”

Section: Teachers Motivation As Agents Of Srlmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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Section: Teachers Motivation As Agents Of Srlmentioning

confidence: 85%

Section: Teachers' Motivation As Self-regulated Learnersmentioning

confidence: 99%

Section: Teachers Motivation As Agents Of Srlmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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“…In fact, three of the themes that emerged around interest-being a member of a community, near peer connection, and vicarious passion-are connected to how individuals see their interests as intertwined with other individuals. In fact, expanding our understanding of value in this way is consistent with recent theorizing that argues for EVT to be renamed as situated expectancy-value theory, or SEVT (Eccles & Wigfield, 2020). In this revised conceptualization, the cultural milieu of the developing child is explicitly called out, with broad cultural orientation such as individualism and collectivism as potentially shaping children's expectancy and value beliefs (Wigfield et al, 2018).…”

Section: Development Of Science Interests Depend On Social Connectionsmentioning

confidence: 52%

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

Kim¹,

Anderson²,

DeRosia³

et al. 2020

Preprint

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With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ self-efficacy for science, interest in science, and future plans to pursue science pathways. However, our understanding of these motivational constructs has largely been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we used a mixed methods approach to examine science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color. Our quantitative survey findings, as well as inductive coding of semi-structured interviews, revealed that science self-efficacy, interest in science, and future plans in science center around the importance of forming and maintaining interpersonal connections with others. These data point to the utility of a sociocultural perspective in expanding our understanding of motivational processes in a way that is more inclusive of the experiences of racial and ethnic minority youth.

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“…In a recent review of their model, Eccles and Wigfield (2020) re-emphasized the "situative nature" of competence and value beliefs and newly labeled it the situated expectancyvalue theory. In the present study, we aimed to develop a sound understanding of this situative nature by examining time-consistent and fluctuating components of students' individual and shared competence and value beliefs and their sensitivity to situation-specific contextual characteristics.…”

Section: Discussionmentioning

confidence: 99%

The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

Parrisius¹,

Gaspard²,

Zitzmann³

et al. 2020

Preprint

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In their situated expectancy-value theory, Eccles et al. (2020) assume students’ competence and value beliefs to be situation-specific and thereby to be “situative” in nature. Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies still have not disentangled them at the class level. The present study sought to close this gap by applying a multilevel modeling approach based on data from 1,617 ninth-grade students in 78 classrooms across five consecutive math lessons. Our findings revealed significant proportions of trait variance and state residual variance in students’ competence beliefs, value beliefs, and their perceptions of autonomy-supportive teaching behaviors at the individual and class levels. The largest amount of variance could be attributed to the individual level (compared with the class level) with more or less equal amounts of proportions of trait variance and state residual variance. Furthermore, students’ perceptions of autonomy-supportive teaching behaviors predicted the situational manifestation of their competence and value beliefs, whereby time-consistent differences, both between students and between classes, explained more variance than differences within students and within classes. Thus, our findings supported the situative nature of competence and value beliefs but also revealed that, by and large, interindividual differences had more predictive power for students’ competence and value beliefs than intraindividual fluctuations over time.

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

Cited by 848 publications

References 66 publications

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

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