From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
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Students' perceptions of the value of ESL writing tasks are strongly linked to their motivation to engage with those tasks.
“research indicates that students' perceptions of the value of completing certain English as a Second Language (ESL) writing tasks are strongly linked to their motivation to engage with these tasks (Eccles & Wigfield, 2020).”
From Generative AI and Essay Writing: Impacts of Automated Feedback on Revision Performance and Engagement (2024) · cites this paper as Eccles & Wigfield, 2020
Most recent discussions of motivation-achievement interactions emphasize the need for alternative methods to self-report questionnaires.
“Most recent discussions of motivation-achievement interactions emphasize the need for alternative methods to self-report questionnaires.These alternatives include experience sampling, daily diaries, think-aloud protocols, observations, and structured interviews (Eccles & Wigfield, 2020).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Eccles & Wigfield, 2020
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“Therefore, SEVT provides a solid theoretical foundation for exploring the relationship among supportive environments, expectancy–value beliefs, and students’ intentions to learn AI.”
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- Authors
- Eccles, J. S., & Wigfield, A.
- Affiliations
- University of California, Irvine (US)
- University of Maryland, College Park (US)
- Corresponding author
- Eccles, Jacquelynne S.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2020-04
- Volume
- 61
- Pages
- 101859
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W3031051743
- Cited by
- 2,368
- References
- 115
- Citations by year
- 2026: 535 · 2025: 549 · 2024: 438 · 2023: 423 · 2022: 241 · 2021: 151 · 2020: 29 · 2014: 1
- FWCI
- 204.13
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Contemporary Educational Psychology (acceptedVersion)
- Funders
- National Institute of Child Health and Human Development (HD-17553, HD-17296)
- National Institute for Mental Health (MH-31724)
- National Science Foundation (BNS-8510504)
- Spencer Foundation
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › School Choice and Performance
- Keywords
- expectancy-value theory, situated expectancy-value theory, achievement motivation, task value, subjective task value, developmental perspective, social cognitive perspective, sociocultural perspective, performance feedback, student engagement
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