Expectancy-value theory of achievement motivation: A developmental perspective

Wigfield, Allan

doi:10.1007/bf02209024

Cited by 1,305Education, Achievement, and GiftednessSchool Choice and PerformanceMotivation and Self-Concept in Sports

Expectancy-value theory of achievement motivation: A developmental perspective

Wigfield, Allan·1994·Educational Psychology Review

DOI 10.1007/bf02209024

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Expectancy-value theory (EVT) posits that an individual's motivation to engage in a behaviour is influenced by their expectations of success and the value they place on the behaviour.
“EVT posits that individual's motivation to engage in a behaviour is influenced by their expectations of success and the value they place on the behaviour (Wigfield, 1994;Wigfield & Eccles, 2000), working as a framework to examine students' intentions and perceptions from knowledge, perceived value, and perceived cost of the technology in the early stage.”
From An expectancy value theory (EVT) based instrument for measuring student perceptions of generative AI (2023) · cites this paper as Wigfield, 1994
Expectancy and value are motivational constructs that determine an individual's decision to perform and persist in tasks (Wigfield, 1994).
“Wigfield (1994) refers to expectancy and value as motivational constructs that determine an individual's decision to perform and persist in tasks.”
From An expectancy value theory (EVT) based instrument for measuring student perceptions of generative AI (2023) · cites this paper as Wigfield (1994)
Individual differences in motivation, task value, and learning goals appear to influence restudy choices.
“Individual differences in motivation, task value (Wigfield, 1994 ), and learning goals appear to influence restudy choices (Ariel et al., 2009 ).”
From Development of metacognitive monitoring and control skills in elementary school: a latent profile approach (2024) · cites this paper as Wigfield, 1994

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Authors: Wigfield, A.
Affiliations: University of Maryland, College Park (US)
Corresponding author: Wigfield, Allan
ORCID: Wigfield, Allan
Venue: Educational Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 1994-03
Volume: 6
Issue: 1
Pages: 49-78
ISSN: 1040-726X (ISSN-L)
1573-336X
DOI: 10.1007/bf02209024
OpenAlex: W2024058311
Cited by: 1,305
References: 78
Citations by year: 2026: 47 · 2025: 54 · 2024: 81 · 2023: 76 · 2022: 61 · 2021: 63 · 2020: 67 · 2019: 91 · 2018: 61 · 2017: 49 · 2016: 48 · 2015: 84 · 2014: 76 · 2013: 54 · 2012: 61
FWCI: 6.36
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Psychology Review (publishedVersion)
Funders: National Institutes of Health
National Institute of Child Health and Human Development
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › School Choice and Performance
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: expectancy-value theory, achievement motivation, competence beliefs, subjective task value, achievement goals, developmental changes, young children, ability beliefs, achievement behavior, factor structure

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