Series editor(s): Stuart Karabenick and Timothy C. Urdan
Subject Area: Education
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|Title:||Expectancy-value theory: retrospective and prospective|
|Author(s):||Allan Wigfield, Jenna Cambria|
|Volume:||16 Editor(s): Timothy C. Urdan, Stuart A. Karabenick ISBN: 978-0-85724-111-5 eISBN: 978-0-85724-112-2|
|Citation:||Allan Wigfield, Jenna Cambria (2010), Expectancy-value theory: retrospective and prospective, in Timothy C. Urdan, Stuart A. Karabenick (ed.) The Decade Ahead: Theoretical Perspectives on Motivation and Achievement (Advances in Motivation and Achievement, Volume 16), Emerald Group Publishing Limited, pp.35-70|
|DOI:||10.1108/S0749-7423(2010)000016A005 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Expectancy-value theory is prominent in different areas in psychology, and a number of educational and developmental psychologists who study the development of achievement motivation have utilized this theory in their work (see Schunk, Pintrich, & Meece, 2006; Weiner, 1992; Wigfield & Eccles, 1992; Wigfield, Tonks, & Klauda, 2009 for overviews). In this chapter, we discuss current expectancy-value theoretical models of achievement motivation and review research based on these models. Much of this research has focused on the development of children's expectancies and values, and how expectancies and values relate to performance, choice of different activities, and emotions. We discuss the major findings from each of these areas of research. We also provide suggestions for future research based in this theory for the next decade. We focus our review and suggestions for future research primarily on elementary and secondary school students, but include some relevant work done with college students.
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