From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
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DOI：
10.1016/j.cedpsych.2020.101859
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发表时间：
2020-04-01
影响因子：
10.3
通讯作者：
Wigfield, Allan
中科院分区：
文献类型：
--
作者：
Eccles, Jacquelynne S.;Wigfield, Allan
埃克尔斯及其同事的成就选择的期望价值理论在过去40多年里指导了许多研究。在本文中，我们讨论了五个“宏观”层面的理论问题。我们采取这种方法的主要目的是澄清有关该理论现状的一些问题，为基于该理论的下一步研究提出建议，并证明我们决定将该理论称为情境期望价值理论（SEVT）。首先，我们注意到模型的视觉表示如何使其看起来静态，线性和整体，这不是从一开始就打算的。其次，我们讨论了模型中主要心理结构的定义，重点关注我们和其他人对任务价值成分，特别是“成本”成分的阐述。在本节中，我们还讨论了对期望和价值观发展的研究。第三，我们讨论了模型中经常被忽视的中间部分，重点是个人如何理解和解释自己的表现，以及他们从不同的社交者那里收到的关于他们的活动参与和表现的许多信息。在第四部分中，我们讨论了该模型的情境和文化方面，强调了情境和文化背景对儿童发展期望和价值观的影响。第五个问题（我们在前面的几节中提到过）涉及理解个体对成功的期望和主观任务价值的层次发展的重要性，以及它们与绩效、选择和参与的关系。
Eccles and colleagues' expectancy-value theory of achievement choice has guided much research over the last 40 + years. In this article, we discuss five "macro" level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision to call the theory Situated Expectancy-Value Theory (SEVT). First, we note how visual representations of the model make it appear static, linear, and monolithic, something that was not intended from its inception. Second, we discuss definitions of the major psychological constructs in the model, focusing on our and others' elaboration of the task value component, particularly the "cost" component. In this section we also discuss research on the development of expectancies and values. Third, we discuss the often-neglected middle part of the model focused on how individuals understand and interpret their own performance as well as the many messages they receive from different socializers regarding their activity participation and performance. In the fourth section we discuss the situative and culturally-focused aspects of the model, stressing the impact of the situation and cultural background on children's developing expectancy and value hierarchies. The fifth issue (one that we mention in several of the previous sections) concerns the importance of understanding the development of individuals' hierarchies of expectancies of success and subjective task values and how they relate to performance, choice, and engagement.