“…These characteristics of the child and the child's learning environment should not have a direct impact on its academic choices and performance but should rather have an indirect effect mediated via the child's ASC and task values. The expectancy‐value model inspired plenty of research in various achievement domains ranging from STEM to music and language arts (e.g., Archambault, Eccles, & Vida, ; Jacobs, Lanza, Osgood, Eccles, & Wigfield, ; Plante, de la Sablonnière, Aronson, & Théorêt, ; Simpkins, Fredricks, & Eccles, ; Wigfield & Guthrie, ). In attempts to explain gender differences , however, the expectancy‐value model has so far often been used in the male‐stereotyped domains of math, science, and sports (e.g., Jacobs, ; Nagy et al ., ; Watt, ).…”