Cited by 1,717Education, Achievement, and GiftednessSchool Choice and PerformanceCareer Development and Diversity

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The development of achievement task values: A theoretical analysis

Wigfield, Allan, Eccles, Jacquelynne S·1992·Developmental Review

DOI 10.1016/0273-2297(92)90011-p

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Authors: Wigfield, A., & Eccles, J. S.
Affiliations: University of Colorado System (US)
Corresponding author: Wigfield, Allan
ORCID: Wigfield, Allan
Eccles, Jacquelynne S
Venue: Developmental Review
Publisher: Elsevier BV
Published: 1992-09
Volume: 12
Issue: 3
Pages: 265-310
ISSN: 0273-2297 (ISSN-L)
DOI: 10.1016/0273-2297(92)90011-p
OpenAlex: W2069393304
Cited by: 1,717
References: 100
Citations by year: 2026: 33 · 2025: 42 · 2024: 47 · 2023: 65 · 2022: 70 · 2021: 75 · 2020: 119 · 2019: 94 · 2018: 70 · 2017: 91 · 2016: 81 · 2015: 90 · 2014: 77 · 2013: 75 · 2012: 87
FWCI: 8.79
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Developmental Review (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › School Choice and Performance
Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
Keywords: achievement values, expectancy-value theory, achievement goals, academic year, elementary school, secondary schools

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The development of achievement task values: A theoretical analysis

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