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From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation

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Eccles, Jacquelynne S., Wigfield, Allan·2020·Contemporary Educational Psychology

DOI 10.1016/j.cedpsych.2020.101859

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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.
ORCID: Eccles, Jacquelynne S.
Wigfield, Allan
Venue: Contemporary Educational Psychology
Publisher: Elsevier BV
Published: 2020-04
Volume: 61
Pages: 101859
ISSN: 0361-476X (ISSN-L)
DOI: 10.1016/j.cedpsych.2020.101859
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
FWCI: 204.13
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
www.elsevier.com/open-access/userlicense/1.0/ (am, 476 d)
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 › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Applied Psychology › 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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