Regular Article
Expectancy–Value Theory of Achievement Motivation☆

https://doi.org/10.1006/ceps.1999.1015Get rights and content

Abstract

We discuss the expectancy–value theory of motivation, focusing on an expectancy–value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities.

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Portions of this paper were presented at the 1998 meeting of the American Educational Research Association in a symposium entitled “A Motivated Look at Motivation Terminology” (Patricia Alexander, Organizer). The writing of this article was supported in part by Grant HD-17553 from the National Institute of Child Health and Human Development.

Address reprint requests to Dr. Allan Wigfield, Department of Human Development, University of Maryland, College of Education, College Park, MD 20742.

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