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24 - Expectancy-Value Theory and Its Relevance for Student Motivation and Learning

from Part V - Goals and Values

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
Emily Q. Rosenzweig ,
Allan Wigfield  and
Jacquelynne S. Eccles
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
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Summary

In this chapter we review Eccles and colleagues’ expectancy-value theory (EVT) of motivation and discuss its relevance for understanding and improving student learning. According to EVT, students’ expectancies for success and task values are two critical factors impacting their motivation, academic performance, and choice of activities. Recent research has suggested that students’ perceptions of the negative consequences of completing a task, called cost, also impact their academic outcomes. Thus we review the construct of perceived cost alongside our review of expectancies and values throughout this chapter. We define expectancies, task values, and cost, explain how these constructs develop over time and relate to one another, and discuss how they predict students’ academic behavior, performance, and choice. We then review research regarding intervention studies that have improved students’ academic outcomes by targeting their expectancies, values, and/or perceptions of cost. We conclude by listing questions that future research needs to address.

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The Cambridge Handbook of Motivation and Learning , pp. 617 - 644
Publisher: Cambridge University Press
Print publication year: 2019

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