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Expectancy-Value Theory
Dovan Rai
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Background: motivational theories Expectancy-Value theory
Outline Background: motivational theories Expectancy-Value theory Developmental study Group differences Gender Ethnicity
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Motivational theories
Biological approach Behavioristic approach Cognitive approach Expectancy-value theory
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Behavioristic approach vs. cognitive approach
Social World Behavior Stimuli response Rewards and punishment Behavioristic Theory Cognition Behavior Social World Cognitive Theory
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Expectancy-value theory
Jacquelynne Eccles (1983)
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Task Value Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Task Value Expectancy Belief and judgment about capabilities to perform a task successfully
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Task Value Relative attractiveness of succeeding or failing on a task Expectancy Belief and judgment about capabilities to perform a task successfully
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Importance Interest Utility cost Task Value Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Task Value Behavior Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Task Value Behavior Expectancy B = f(E,V)
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Task Value Performance Effort Engagement Choice Persistence Expectancy B = f(E,V)
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A personal example Artist High value Low expectancy
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A personal example Engineer High expectancy Low value
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A personal example Designer Balance of Expectancy and value
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B = f(E,V) Too simple function? Cognition and beliefs Achievement
Behavior Social World Task Value Performance Effort Engagement Choice Persistence Expectancy B = f(E,V)
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Let other parameters load
Cognition and beliefs Achievement Behavior Social World Task Value Culture, social behaviors Past events and performance Perception and interpretation Performance Effort Engagement Choice Persistence Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Culture, social behaviors Past events and performance Affective memories Task Value Perception and interpretation Performance Effort Engagement Choice Persistence Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Culture, social behaviors Past events and performance Affective memories Task Value Perception and interpretation Performance Effort Engagement Choice Persistence Goals Self-schemas Perception of task difficulty Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Culture, social behaviors Past events and performance Affective memories Task Value Perception and interpretation Performance Effort Engagement Choice Persistence Goals Self-schemas Perception of task difficulty Expectancy
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Expectancy-value theory
Cognition and beliefs Achievement Behavior Social World Culture, social behaviors Past events and performance Affective memories Task Value Perception and interpretation Performance Effort Engagement Choice Persistence Goals Self-schemas Perception of task difficulty Expectancy B = f(E,V)
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Background: motivational theories Expectancy-Value theory
Outline Background: motivational theories Expectancy-Value theory Developmental study Group differences Gender Ethnicity
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Development study – Wigfield and Ecceles
Change in children’s expectancy , value and achievement behavior
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Development study
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Empirical findings Competence beliefs and task values are distinct constructs even in early elementary students (factor analysis) Competence belief and expectancy for success is less distinct Competence beliefs predict children’s subsequent grades beyond that predicted by their previous grades (structural equation modeling) Task values changes with age. Task value for math decreases along middle school.
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Empirical validity of theoretical model
Factor analysis: finding latent nodes I did not know that factor analysis is such a useful tool to make empirical validation of such theories and models.
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4-5 year old children’s expectancies for success are quite optimistic
One *cute* finding 4-5 year old children’s expectancies for success are quite optimistic
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4-5 year old children’s expectancies for success are quite optimistic
One *cute* finding 4-5 year old children’s expectancies for success are quite optimistic (even if they repeatedly failed at the task)
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One *cute* finding Two explanations: Children’s expectancy may reflect the outcome they like to achieve rather than the reality of their performance Higher learning curve and higher optimism realistic
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Background: motivational theories Expectancy-Value theory
Outline Background: motivational theories Expectancy-Value theory Developmental study Group differences in expectation and values Gender Ethnicity
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Why there are few women in Computer Science?
Cognition and beliefs Genetic difference Social factors Feminists
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Why are there few women in Computer Science?
Cognition and beliefs Genetic difference Social factors Feminists Expectancy-value theory
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Why are there few women in Computer Science?
Cognition and beliefs Genetic difference Social factors IDENTITY Expectancy-value theory
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Why are there few women in Computer Science?
Cognition and beliefs expectancy Social factors Genetic difference value Expectancy-value theory
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Why are there few women in Computer Science?
Cognition and beliefs expectancy Social factors Genetic difference value Expectancy-value theory
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Feedback loop Self-concept performance
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Feedback loop: chicken egg problem
Self-concept Social world competence performance
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Amy Chua paradigm (Joe Beck)
Self-concept Self-concept performance performance Helicopter mom Tiger mom
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Ethnic differences in task values
African American students, compared to white students have poorer academic achievement and general economic disadvantage
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Ethnic differences in task values
African American students have poorer academic achievement and general economic disadvantage Hypothesis They have lower expectancy for success and lower self-concept of ability.
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Ethnic differences in task values
African American students have poorer academic achievement and general economic disadvantage Studies They have higher self-concept and higher expectancy.
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Achievement <-> self-perception of ability This link is not as strong in African American students as much as in Caucasians.
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Adaptive (high motivation to maintain engagement despite poor performance)
Self-protective (protect their self esteem) Poor judgment cause of poor performance Different social comparison group
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Motivational dynamic can be different for African American students;
their self-concept not strongly based on achievement as they would devalue academic achievement.
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Graham (1994) notes that these explanations are not suggested in the motivational literature.
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He suggests that rather than formulating a different psychology for minority student achievement, more minority students should be included in future motivation research and samples
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Gender and ethnic differences
Nominate people they admired and respected Caucasian African American Hispanic American Boys Girls
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Gender and ethnic differences
Nominate people they admired and respected Caucasian African American Hispanic American Boys High achievers Low achievers Girls
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Gender and ethnic differences
Nominate people they admired and respected Caucasian African American Hispanic American Boys High achievers Low achievers Girls Devalue achievement Stereotype threat
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Questions and comments
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