Motivational beliefs, values, and goals.
@article{Eccles2002MotivationalBV, title={Motivational beliefs, values, and goals.}, author={Jacquelynne S. Eccles and Allan Wigfield}, journal={Annual review of psychology}, year={2002}, volume={53}, pages={ 109-32 } }
This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value…
Figures from this paper
5,578 Citations
The Expectancy-Value Theory of Achievement Motivation and the Enumeration of Possible Selves: Evidence for Outcomes During Emerging Adulthood
- Psychology
- 2007
The expectancy-value theory of achievement motivation (Eccles, Adler, Futterman, Goff, Kaczala, et al., 1983; Wigfield & Eccles, 2000) posits that an “individual’s choice, persistence, and…
Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue
- PsychologyCanadian Journal of School Psychology
- 2021
A theoretically grounded understanding of achievement motivation appears to be largely overlooked in both initial education programs and ongoing professional development of school psychologists. This…
THE DEVELOPMENT OF MOTIVATION RESEARCH IN EDUCATIONAL PSYCHOLOGY: THE TRANSITION FROM EARLY THEORIES TO SELF-RELATED APPROACHES
- Psychology
- 2017
Motivation has been one of the earliest concepts of interest in general and educational psychology. Learning is mediated by individuals’ reasons and choices to do something or to abstain from it. The…
Business Students’ Self-Theories, Goal Orientations, and Achievement Motivations
- Education
- 2009
The objective of this study is to investigate the relationship between on the one side students’ self-theories of intelligence and goal orientations and on the other side their expectancy-value based…
Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students
- Psychology
- 2007
This study, conducted with 184 first-year Belgian psychology students, examines the relations between motivational variables and achievement behaviours. A multiple-goal perspective with approach and…
Theoretical aspects of goal-setting and motivation in rehabilitation
- PsychologyDisability and rehabilitation
- 2004
It is argued that there is a need for a greater emphasis upon theory development in rehabilitation research and that closer collaboration between researchers in rehabilitation and social psychology offers considerable promise.
Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science
- Education
- 2020
INTRODUCTION A good academic motivation helps with the realization that learning is important not only in academic life but also in all areas of life itself. A student with a positive academic…
Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation
- Psychology
- 2006
Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autonomous vs.…
References
SHOWING 1-10 OF 81 REFERENCES
An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research.
- PsychologyContemporary educational psychology
- 2000
In this response, four general issues are discussed in light of current research and achievement goal theory research in the hope that the discussion will help to clarify the four issues for both motivational theory and research in general.
Expectancy-value theory of achievement motivation: A developmental perspective
- Psychology
- 1994
I consider Eccles et al.'s (1983) expectancy-value model of achievement performance and choice from a developmental perspective, by examining how recent research on the development of young…
An attributional theory of achievement motivation and emotion.
- PsychologyPsychological review
- 1985
In this chapter a theory of motivation and emotion developed from an attributional perspective is presented, suggesting that causal attributions have been prevalent throughout history and in disparate cultures and some attributions dominate causal thinking.
Values, Valences, Expectations, and Actions
- Psychology
- 1992
This article conceptualizes the relations between values and actions from the point of view of expectancy-value theory. Key assumptions are that values induce valences on events and potential…
Goal theory, motivation, and school achievement: an integrative review.
- EducationAnnual review of psychology
- 2000
It is concluded that the quality of student learning as well as the will to continue learning depends closely on an interaction between the kinds of social and academic goals students bring to the classroom, the motivating properties of these goals and prevailing classroom reward structures.
Goals: an approach to motivation and achievement.
- PsychologyJournal of personality and social psychology
- 1988
A framework in which goals are proposed to be central determinants of achievement patterns was tested, showing the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness.
Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety.
- Psychology
- 1997
Recent research in motivation has identified 2 main goal orientations: task orientation and ego orientation. Two studies of 6th- and 8th-grade Norwegian students tested the prediction that there are…
Motivational and self-regulated learning components of classroom academic performance.
- Psychology, Education
- 1990
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English…