The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Expectancy-Value-Cost Model of Motivation
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In terms of expectancy-value theory, the high costs of not engaging in the learning activity motivate effort silencing.
“In terms of expectancy-value theory (Barron & Hulleman, 2015), the high costs of not engaging in the learning activity are what motivates the effort silencing.”
From Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework (2023) · cites this paper as Barron & Hulleman, 2015
Psychological costs include a variety of negative psychological states such as anxiety, social pressure, and embarrassment.
“Psychological costs include a variety of negative psychological states such as anxiety, social pressure, and embarrassment.”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Barron & Hulleman, 2015
Students may also weigh the potential psychological costs of music participation.
“Second, students may also weigh the potential psychological costs of music participation.”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Barron & Hulleman, 2015
Barron and Hulleman identified four cost types that influence behavioral choices.
“Barron and Hulleman (2015) identified four cost types that influence behavioral choices.”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Barron & Hulleman, 2015
Individuals weigh the amount of effort required to engage in a new task (effort-related cost).
“Third, individuals weigh the amount of effort required to engage in a new task (effort-related cost).”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Barron & Hulleman, 2015
Students consider the loss of valued alternatives when engaging in a new activity.
“First, students consider the loss of valued alternatives when engaging in a new activity.”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Barron & Hulleman, 2015
Students also compare their current efforts with the effort required by the new task (effort-unrelated).
“Finally, students also compare their current efforts with the effort required by the new task (effort-unrelated).”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Barron & Hulleman, 2015
Citations
Cites
Classrooms: Goals, structures, and student motivation.
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The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
Motivational determinants of risk-taking behavior.
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The development of achievement task values: A theoretical analysis
Wigfield, A., & Eccles, J. S. (1992) · Developmental Review · doi:10.1016/0273-2297(92)90011-p · Cited by 1,717
Flagged first, then by citations
Research works printed but not linked: 20
- Battle, 1966, Motivational determinants of academic task persistence, Journal of Personality and Social Psychology, 4, 634, 10.1037/h0024028 · DOI
- Chen, 2009, Task values, cost, and choice decisions in college physical education, Journal of Teaching in Physical Education, 28, 192, 10.1123/jtpe.28.2.192 · DOI
- Chiang, 2011, Children's perceived cost for exercise: application of an expectancy-value paradigm, Health Education & Behavior, 38, 143, 10.1177/1090198110376350 · DOI
- Conley, 2012, Patterns of motivational beliefs: combining achievement goals and expectancy-value perspectives, Journal of Educational Psychology, 1, 32, 10.1037/a0026042 · DOI
- Crandall, 1962, Children's belief in their own control of reinforcement in intellectual-academic achievement situations, Child Development, 36, 91
- Eccles, 1993, Age and gender differences in children's self- and task perceptions during elementary school, Child Development, 64, 830, 10.2307/1131221 · DOI
- Eccles, 1995, In the mind of the actor: the structure of adolescents' academic achievement related-beliefs and self-perceptions, Personality and Social Psychology Bulletin, 21, 215, 10.1177/0146167295213003 · DOI · Paper page
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- Eccles, 2002, Motivational beliefs, values, and goals, Annual Review of Psychology, 53, 109, 10.1146/annurev.psych.53.100901.135153 · DOI · Paper page
- Fennema, 1977, Sex-related differences in mathematics achievement, spatial visualization, and affective factors, American Educational Research Journal, 14, 51, 10.3102/00028312014001051 · DOI
- Jacobs, 2002, Changes in children's selfcompetence and values: gender and domain differences across grades one through twelve, Child Development, 73, 509, 10.1111/1467-8624.00421 · DOI
- Lewin, 1944, Level of aspiration, vol. 1, 333
- Luttrell, 2010, The mathematics value inventory for general education students: development and initial validation, Educational and Psychological Measurement, 70, 142, 10.1177/0013164409344526 · DOI
- Trautwein, 2012, Probing for the multiplicative term in modern expectancy–value theory: a latent interaction modeling study, Journal of Educational Psychology, 104, 763, 10.1037/a0027470 · DOI
- Watkinson, 2005, Children theorize about reasons for recess engagement: does expectancy-value theory apply?, Adapted Physical Activity Quarterly, 22, 179, 10.1123/apaq.22.2.179 · DOI
- Weiner, 1979, A theory of motivation for some classroom experiences, Journal of Educational Psychology, 71, 3, 10.1037/0022-0663.71.1.3 · DOI · Paper page
- Wigfield, 2010, Students' achievement value, goals orientation, and interest development, and relation to achievement outcomes, Developmental Review, 30, 1, 10.1016/j.dr.2009.12.001 · DOI
- Wigfield, 2000, Expectancy-value theory of achievement motivation, Contemporary Educational Psychology, 25, 68, 10.1006/ceps.1999.1015 · DOI · Paper page
- Wigfield, 1988, Math anxiety in elementary and secondary school students, Journal of Educational Psychology, 80, 210, 10.1037/0022-0663.80.2.210 · DOI · Paper page
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Cited by
Sorted by citations
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
Cognitive Load as Motivational Cost
Feldon, D. F., Callan, G., Juth, S., & Jeong, S. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09464-6 · Cited by 218
Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09541-1 · Cited by 213
Francis, M. K., Wormington, S. V., & Hulleman, C. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02054 · Cited by 96
Self-citationWorth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
de Bruin, A. B. H., Biwer, F., Hui, L., Onan, E., David, L., & Wiradhany, W. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09766-w · Cited by 109
“In terms of expectancy-value theory (Barron & Hulleman, 2015), the high costs of not engaging in the learning activity are what motivates the effort silencing.”
BackgroundBall, C., Huang, K.-T., Rikard, R. V., & Cotten, S. R. (2019) · Information, Communication & Society · doi:10.1080/1369118x.2017.1355403 · Cited by 53
Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104167 · Cited by 30
A PRISMA review of expectancy-value theory in music contexts
Sin, H. X., Tan, L., & McPherson, G. E. (2022) · Psychology of Music · doi:10.1177/03057356211024344 · Cited by 24
Understanding Participation in Secondary Music Classes: A Literature Review
Pendergast, S. (2020) · Update: Applications of Research in Music Education · doi:10.1177/8755123320928479 · Cited by 13
Metadata
- Authors
- Barron, K. E., & Hulleman, C. S.
- Affiliations
- James Madison University (US)
- University of Virginia (US)
- Venue
- International Encyclopedia of the Social & Behavioral Sciences
- Publisher
- Elsevier
- Published
- 2015
- Pages
- 503-509
- OpenAlex
- W220136926
- Cited by
- 393
- References
- 4
- Citations by year
- 2026: 40 · 2025: 31 · 2024: 60 · 2023: 55 · 2022: 41 · 2021: 33 · 2020: 42 · 2019: 34 · 2018: 28 · 2017: 9 · 2016: 14 · 2015: 5
- Type
- reference entry
- Language
- en
- Open access
- closed
- Locations
- Elsevier eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Applied Psychology › Human Behavior and Motivation
- Keywords
- motivation, expectancy, values, cost, motivation theories
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