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Expectancy-Value Model of Motivation (Eccles and Wigfield, 2002, Wigfield…
Expectancy-Value Model of Motivation
(Eccles and Wigfield, 2002, Wigfield and Tonks, 2002
Expectancy
The students' beliefs about how capable they consider themselves of completing a task successfully (Eccles and Wigfield, 2002, Pintrich and Schunk, 2002, Wigfield and Tonks, 2002)
Expectancy beliefs are closely related to academic achievement and better academic choices (Pintrich & Schunk, 2002)
Value
The reasons why students are inclined to do a given task (Eccles and Wigfield, 2002, Pintrich and Schunk, 2002)
Three core constructs
Intrinsic motivation
Intrinsically motivated readers are internally driven to engage with text (Guthrie et al., 2009, Lee and Zentall, 2012, Logan et al., 2011)
a) inherent curiosity about reading itself;
b) a perception that reading is important for its own sake
c) personal engagement with the topic of a given text
Self-efficacy
It refers to students' beliefs about their capabilities to apply knowledge and skills to academic tasks at designated levels of difficulty (Bong, 2001, Schunk, 1989).
Self-efficacious students demonstrate higher convictions for being able to successfully perform academic tasks (Bong & Skaalvik, 2003)
Self-efficacious students more likely to work hard, persist longer in the face of difficulty, and achieve academically (Bandura, 1997, Schunk and Miller, 2002, Schunk and Zimmerman, 2007).
Extrinsic motivation
It is “a focus on getting good grades and pleasing others” (Pintrich, 1999
Involves completing tasks to comply with school rules/expectations
Critical in shaping perceived task value because students believe task completion will be of future instrumental value