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Journal articles on the topic 'Expectancy-value theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Feather, N. T. "Expectancy-value theory and unemployment effects." Journal of Occupational and Organizational Psychology 65, no. 4 (1992): 315–30. http://dx.doi.org/10.1111/j.2044-8325.1992.tb00508.x.

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2

Shepperd, James A., and Kevin M. Taylor. "Social Loafing and Expectancy-Value Theory." Personality and Social Psychology Bulletin 25, no. 9 (1999): 1147–58. http://dx.doi.org/10.1177/01461672992512008.

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3

Wigfield, Allan, and Jacquelynne S. Eccles. "Expectancy–Value Theory of Achievement Motivation." Contemporary Educational Psychology 25, no. 1 (2000): 68–81. http://dx.doi.org/10.1006/ceps.1999.1015.

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4

Eccles, Jacquelynne S., and Allan Wigfield. "From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation." Contemporary Educational Psychology 61 (April 2020): 101859. http://dx.doi.org/10.1016/j.cedpsych.2020.101859.

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5

Eccles, Jacquelynne S., and Allan Wigfield. "Expectancy-value theory to situated expectancy-value theory: Reflections on the legacy of 40+ years of working together." Motivation Science 9, no. 1 (2023): 1–12. http://dx.doi.org/10.1037/mot0000275.

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6

Nagengast, Benjamin, Herbert W. Marsh, L. Francesca Scalas, Man K. Xu, Kit-Tai Hau, and Ulrich Trautwein. "Who Took the “×” out of Expectancy-Value Theory?" Psychological Science 22, no. 8 (2011): 1058–66. http://dx.doi.org/10.1177/0956797611415540.

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7

Savolainen, Reijo. "Self-determination and expectancy-value." Aslib Journal of Information Management 70, no. 1 (2018): 123–40. http://dx.doi.org/10.1108/ajim-10-2017-0242.

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Purpose The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs). Design/methodology/approach The study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities. Findings SDT approaches motivation by examining the degree to which one can make volitional choices wh

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8

Galla, Brian M., Jamie Amemiya, and Ming-Te Wang. "Using expectancy-value theory to understand academic self-control." Learning and Instruction 58 (December 2018): 22–33. http://dx.doi.org/10.1016/j.learninstruc.2018.04.004.

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9

Wigfield, Allan. "Expectancy-value theory of achievement motivation: A developmental perspective." Educational Psychology Review 6, no. 1 (1994): 49–78. http://dx.doi.org/10.1007/bf02209024.

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Flake, Jessica Kay, Kenneth E. Barron, Christopher Hulleman, Betsy D. McCoach, and Megan E. Welsh. "Measuring cost: The forgotten component of expectancy-value theory." Contemporary Educational Psychology 41 (April 2015): 232–44. http://dx.doi.org/10.1016/j.cedpsych.2015.03.002.

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Jang, Nayoung, So-Young Park, and You-Kyung Lee. "Expectancy-Value Profiles of Teaching Career Motivation: Comparing Elementary and Secondary Pre-service Teachers." Korean Educational Research Association 62, no. 8 (2024): 129–58. https://doi.org/10.30916/kera.62.8.129.

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This study aimed to compare the levels and profiles of teaching career motivations between pre-service elementary and secondary teachers using expectancy-value theory. Both groups reported high effort cost and attainment value, with secondary teachers showing higher intrinsic value and elementary teachers higher personal utility value and opportunity/emotional costs. Latent profile analysis identified 5 profiles for pre-service elementary teachers (‘high expectancy/value-high cost’, ‘moderately high expectancy/value-moderately high cost’, ‘high expectancy/value-high effort cost’, ‘moderate exp

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Guo, Jiesi, Herbert W. Marsh, Philip D. Parker, Alexandre J. S. Morin, and Theresa Dicke. "Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions." Learning and Instruction 49 (June 2017): 81–91. http://dx.doi.org/10.1016/j.learninstruc.2016.12.007.

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Nicolai, Jennifer, Morten Moshagen, and Ralf Demmel. "A test of expectancy-value theory in predicting alcohol consumption*." Addiction Research & Theory 26, no. 2 (2017): 133–42. http://dx.doi.org/10.1080/16066359.2017.1334201.

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Myrold, Rebecca L., and Sarah Ullrich-French. "Expectancy-value theory outcomes of a school-based bicycling programme." International Journal of Sport and Exercise Psychology 15, no. 2 (2015): 207–20. http://dx.doi.org/10.1080/1612197x.2015.1079922.

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15

Weber, Keith, Kristen Lew, and Juan Pablo Mejía-Ramos. "Using Expectancy Value Theory to Account for Individuals’ Mathematical Justifications." Cognition and Instruction 38, no. 1 (2019): 27–56. http://dx.doi.org/10.1080/07370008.2019.1636796.

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Magidson, Jessica F., Brent W. Roberts, Anahi Collado-Rodriguez, and C. W. Lejuez. "Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness." Developmental Psychology 50, no. 5 (2014): 1442–50. http://dx.doi.org/10.1037/a0030583.

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17

Yang, Yan, and Diana Mindrila. "Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis." International Journal of Educational Psychology 9, no. 1 (2020): 55. http://dx.doi.org/10.17583/ijep.2020.4261.

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Expectancy-Value (EV) theory has been widely used in a plethora of domains except for multicultural education, a distinct and critical field in many countries due to increasing student diversity. In light of the domain-specific nature of the EV theory and the discrepancy between the theoretical framework and empirical models found in previous studies, the purpose of the present study was to explore the factors of the EV theory in multicultural education. Participants were 187 college students who completed the Multicultural Expectancy-Value Scale (EVS). Exploratory factor analysis (EFA) with B

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18

Han, Jung, Todd Kelley, and J. Geoff Knowles. "Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness." Journal for STEM Education Research 4, no. 2 (2021): 117–37. http://dx.doi.org/10.1007/s41979-021-00053-3.

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AbstractSocial, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teach

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Hancock, Dawson R. "Enhancing Faculty Motivation to Advise Students: An Application of Expectancy Theory." NACADA Journal 16, no. 2 (1996): 11–15. http://dx.doi.org/10.12930/0271-9517-16.2.11.

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The need persists for a model that adequately addresses faculty motivations and concerns about involvement in student academic advisement. Recently, some researchers have suggested that a version of expectancy theory may be the necessary model. Expectancy theory states that people are purposeful beings who behave in accordance with their expectations and who believe that their efforts will result in outcomes they value. According to the theory, the amount of effort an individual will exert ultimately depends on three factors: a) expectancy—a person's estimation of the likelihood of successfull

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Reza, Widya, and Faradiba Jabnabillah. "Structural equation modeling (SEM) analysis based on UTAUT2 theory on e-commerce adoption." Jurnal Pijar Mipa 18, no. 2 (2023): 284–89. http://dx.doi.org/10.29303/jpm.v18i2.4804.

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E-commerce adoption with the UTAUT 2 model is a complex and multidimensional issue that connects multiple dimensions. A statistical method that can explain the relationship between one latent variable and another variable is Structural Equation Modeling (SEM). This study aims to create a structural model of e-commerce adoption using SEM based on indicators in the UTAUT2 theory. The data used in this study is primary data obtained through a survey of MSME actors in Batam City using a questionnaire with the purposive sampling method. The sample used was 200 MSMEs. The analysis results show that

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Huang, Yung-Ho. "Exploring Teachers’ Motivation for Implementing Cooperative Learning Using Expectancy-Value Theory." International Journal for Cross-Disciplinary Subjects in Education 7, no. 3 (2016): 2852–56. http://dx.doi.org/10.20533/ijcdse.2042.6364.2016.0388.

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22

Zucker, Tricia A., Janelle Montroy, Allison Master, Michael Assel, Cheryl McCallum, and Gloria Yeomans-Maldonado. "Expectancy-value theory & preschool parental involvement in informal STEM learning." Journal of Applied Developmental Psychology 76 (July 2021): 101320. http://dx.doi.org/10.1016/j.appdev.2021.101320.

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23

Hays, Ron. "An Integrated Value-Expectancy Theory of Alcohol and Other Drug Use." Addiction 80, no. 4 (1985): 379–84. http://dx.doi.org/10.1111/j.1360-0443.1985.tb03009.x.

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Conway, Gail D., Nadine Angeli C. Abellera, and Jerome A. Ouano. "Understanding Expectancy-Value Theory’s Cost Construct via Multidimensional Scaling." New Educational Review 69, no. 3 (2022): 119–29. http://dx.doi.org/10.15804/tner.2022.69.3.09.

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This study explored educational cost using a multidimensional scaling approach. Undergraduates rated how similar 11 items on task value and cost were with one another. Results show that cost has two dimensions, each consisting of two clusters. In one dimension, cost is separated from task value components; in the other, cost is clustered with task value components. Findings imply nuances of cost in the context of goal theory, motivation, and emotion.

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Adi, Cyntia Maria Poedjianto, Listyo Yuwanto, and Kristianto Batuadji. "Pengujian Temporal Motivation Theory Sebagai Perantara Hubungan Optimisme dan Flow Akademik." Jurnal Ilmiah Psikologi MIND SET 6, no. 01 (2019): 48–57. https://doi.org/10.35814/mindset.v6i01.299.

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Based on research of Beard (2008) and Ali (2013), optimism is related with flow. Academic flow can be explained by framework of Temporal Motivation Theory (TMT) which consists of expectancy, low value, and impulsiveness (Yuwanto, 2013). Based on literature studies, there is lack of research about relation between optimism and flow based on TMT framework. In this study, researcher tested TMT as a moderate variable of relationship between optimism and academic flow. Respondents in this research are 146 students class of 2013, Faculty of Psychology Universitas Surabaya. This research use Life Ori

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Watkinson, E. Jane, Sean A. Dwyer, and A. Brian Nielsen. "Children Theorize about Reasons for Recess Engagement: Does Expectancy-Value Theory Apply?" Adapted Physical Activity Quarterly 22, no. 2 (2005): 179–97. http://dx.doi.org/10.1123/apaq.22.2.179.

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Inclusion in activity at recess can have important implications for the health and for the physical, social, and cognitive development of children, according to play theorists (Pellegrini, 1995). This study examined whether children described their decisions (and those of fictitious others) to engage in recess activities in achievement terms consistent with expectancy-value theory (Eccles, Wigfield & Schiefele, 1998). Ten Grade 3 children with different patterns of recess engagement did confirm that attainment, interest, utility, and cost values were salient to decisions to participate. Ch

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Wu, Yajun, and Xia Kang. "A Moderated Mediation Model of Expectancy-Value Interactions, Engagement, and Foreign Language Performance." SAGE Open 11, no. 4 (2021): 215824402110591. http://dx.doi.org/10.1177/21582440211059176.

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Based on the Expectancy-Value Theory (EVT), this study examined the interactive relation between expectancy of success and attainment value, and how they predicate students’ Foreign Language (FL) performance via behavioral engagement. Self-report data were collected from 522 Chinese non-English majors aged 18 to 22 years in their sophomore year. Results of structural equation modeling indicated that expectancy of success and attainment value interacted in predicting Chinese sophomores’ FL performance. The expectancy of success had both direct and indirect effects on FL performance when investi

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Daradkeh, Mohammad. "Navigating Value Co-Destruction in Open Innovation Communities: An Empirical Study of Expectancy Disconfirmation and Psychological Contracts in Business Analytics Communities." Behavioral Sciences 13, no. 4 (2023): 334. http://dx.doi.org/10.3390/bs13040334.

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Enterprises seeking to enhance their innovation capabilities are increasingly turning to open innovation communities (OICs), which allow them to leverage the collective knowledge and collaborative potential of external users, providing a powerful source of new and innovative ideas. Despite their potential for value co-creation, recent research suggests that value co-destruction can also occur within OICs. However, the mechanisms underlying value co-destruction in OICs have not yet been fully explored or empirically examined. To address this gap, this study employs expectancy disconfirmation th

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29

Wu, Tong, Nan Jiang, Saeed Pahlevan Sharif, and Mobai Chen. "Explaining subscription intention for video streaming platforms in China: Integrating the UTAUT2 model, perceived value theory, and S-O-R theory." PLOS One 20, no. 5 (2025): e0322860. https://doi.org/10.1371/journal.pone.0322860.

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Purpose This study examines the factors influencing the intention to subscribe to video streaming platforms in China through integrating the extended unified theory of acceptance and use of technology (UTAUT2), perceived value theory, and stimulus–organism–response (S-O-R) theory. Design/methodology/approach A quantitative study was conducted to test the hypothesized relationships among the constructs using partial least squares structural equation modeling (PLS-SEM). The sample included 506 viewers of video streaming platforms. Findings The results showed that performance expectancy, effort e

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30

DeJoy, David M. "A Revised Model of the Warnings Process Derived from Value-Expectancy Theory." Proceedings of the Human Factors Society Annual Meeting 35, no. 15 (1991): 1043–47. http://dx.doi.org/10.1177/154193129103501505.

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31

Newton, Joshua D., Michael T. Ewing, Sue Burney, and Margaret Hay. "Resolving the theory of planned behaviour's ‘expectancy-value muddle’ using dimensional salience." Psychology & Health 27, no. 5 (2012): 588–602. http://dx.doi.org/10.1080/08870446.2011.611244.

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Lynd-Stevenson, Robert M. "Expectancy-value theory and predicting future employment status in the young unemployed." Journal of Occupational and Organizational Psychology 72, no. 1 (1999): 101–6. http://dx.doi.org/10.1348/096317999166527.

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Song, Jingjing, Bin Zuo, Fangfang Wen, and Lei Yan. "Math-gender stereotypes and career intentions: an application of expectancy–value theory." British Journal of Guidance & Counselling 45, no. 3 (2017): 328–40. http://dx.doi.org/10.1080/03069885.2017.1283680.

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34

Beymer, Patrick N., Daria K. Benden, and Maien S. M. Sachisthal. "Exploring the dynamics of situated expectancy-value theory: A panel network analysis." Learning and Individual Differences 100 (December 2022): 102233. http://dx.doi.org/10.1016/j.lindif.2022.102233.

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35

Pikić-Jugović, Ivana, Karin Doolan, and Branislava Baranović. "Exploring situated expectancy-value theory: A study of gendered higher education choices." Psiholoska istrazivanja 27, no. 2 (2024): 197–222. https://doi.org/10.5937/psistra27-49718.

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The paper explores the way in which motivational beliefs, gender roles and stereotypes, cultural resources and practices shape students' choices of university courses in technical sciences and social sciences and humanities. It is grounded in Eccles et al.'s situated expectancy-value theory, with an emphasis on the importance of its gender dimension, as well as sociocultural background as expressed through cultural capital indicators. Questionnaire data were collected from 1301 secondary school students in Croatia. Results indicate that motivational beliefs, especially utility values, are the

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Ding, Haiyong, Haichun Sun, and Ang Chen. "Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes." Journal of Teaching in Physical Education 32, no. 3 (2013): 253–69. http://dx.doi.org/10.1123/jtpe.32.3.253.

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To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. R

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Goegan, Lauren D., Devon J. Chazan, and Lia M. Daniels. "Are Students with LD Impacted by Online Learning Similarly to their Peers? An Investigation from an Expectancy Value Theory Lens." Canadian Journal of Disability Studies 12, no. 3 (2023): 110–36. https://doi.org/10.15353/cjds.v12i3.1036.

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The increased use of online learning in postsecondary education has documented negative impacts for students that may be particularly pronounced for students with learning disabilities (LD). We collected data from 224 postsecondary students with (n = 44) and without LD during the Fall 2020 semester when nearly all post-secondary courses in Canada were being offered exclusively online. Using an Expectancy-Value Theory lens, we examined how students’ expectancy for success, value ascribed to an academic task, and potential costs were related to their satisfaction, academic achievement, and burno

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Kang, Sangbum, Yongjoo Choi, and Boyoung Kim. "Impact of generative AI service adoption intent on user attitudes: Focusing on the Unified Theory of Acceptance and Use of Technology." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2021–33. https://doi.org/10.53894/ijirss.v8i1.4874.

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The popularization of generative AI has led to significant social and industrial changes globally. As generative AI technology rapidly evolves, its influence is expected to grow, increasing the need for research on its acceptance and use. This study empirically analyzes the relationship between user attitudes and the adoption intent of generative AI services, offering insights into their utilization. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), four factors—Performance Expectancy, Effort Expectancy, Facilitating Conditions, and Hedonic Motivation—were identified as

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CORWYN, ROBERT F., and PHILLIP P. MCGARRY. "AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 2 (2021): 42–56. http://dx.doi.org/10.52041/serj.v19i2.109.

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We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value the

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Utami, Rezki Aguswidya, and Irwansyah Irwansyah. "Faktor-Faktor yang Mempengaruhi Penggunaan Aplikasi E-Wallet Dana Di Kota Samarinda." Jurnal Bisnis dan Pembangunan 11, no. 2 (2022): 60. http://dx.doi.org/10.20527/jbp.v11i2.14994.

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ABSTRACT This study develops the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) model. UTAUT 2 consists of the variables of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit, behavioral intention, and use behavior. This study aims to examine the effect of the factors in the UTAUT 2 model on user behavior in using the DANA e-wallet application.This study uses a quantitative approach with an explanatory type. A sample of 90 users of the DANA application in Samarinda City was selected by accidental sampling

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Schnettler, Theresa, Julia Bobe, Anne Scheunemann, Stefan Fries, and Carola Grunschel. "Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university." Motivation and Emotion 44, no. 4 (2020): 491–507. http://dx.doi.org/10.1007/s11031-020-09822-w.

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Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout inte

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Xie, Jianli, Liying Ye, Wei Huang, and Min Ye. "Understanding FinTech Platform Adoption: Impacts of Perceived Value and Perceived Risk." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 5 (2021): 1893–911. http://dx.doi.org/10.3390/jtaer16050106.

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FinTech platforms are one of the most important elements in the rapidly digitized world’s economy. This study investigates the factors that affected individuals’ acceptance of FinTech services, especially on internet wealth management platforms. The current research extends the unified theory of acceptance and use of technology (UTAUT) published by MIS Quarterly with integrated financial consumption attributes (i.e., perceived value and perceived risk) alongside the core construct of UTAUT. Data were collected from an established survey company. The empirical results indicate that perceived va

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Dian Octaviani, Reni, Sucherly, Harjanto Prabowo, and Diana Sari. "Determinants of Indonesian Gen Z’s purchase behavior on online travel platforms: Extending UTAUT model." Innovative Marketing 19, no. 4 (2023): 54–65. http://dx.doi.org/10.21511/im.19(4).2023.05.

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Understanding Gen Z’s purchase behavior in online travel agents is essential to effectively engage and meet the unique preferences of this generation, fostering long-term loyalty and satisfaction. Utilizing the unified theory of acceptance and use of technology (UTAUT) as the theoretical foundation, this study aims to analyze the impact of performance expectancy, effort expectancy, social influence, facilitating condition, and trust on purchase decision of flight tickets through online travel agent platforms. The data were collected through an online survey of 253 Gen Z users of online travel

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Mohamad Indra Nata Wijaya and Tengku Ezni Balqiah. "The Intent Behind the Usage of Cryptocurrency: An Analysis Based on the Theory of Acceptance and Use of Technology Modification Model." Proceedings of International Conference on Economics Business and Government Challenges 1, no. 1 (2022): 193–200. http://dx.doi.org/10.33005/ic-ebgc.v1i1.44.

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   Introduced in 2008, blockchain technology has experienced rapid development, in its development many digital assets have been created in the form of cryptocurrencies (cryptocurrency). For some people, crypto assets are the most modern solution and alternative for carrying out transactions on the blockchain. This study aims to determine how Behavioral Intention in Conducting Cryptocurrency Transactions. The model used is Structural Equation Modeling (SEM) with 228 data respondents spread throughout Indonesia. The results of this study indicate that the Facilitating Conditio

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우연경 and 송주연. "Profiles in Mathematics Based on Expectancy-Value Theory and Differences in Cognitive Engagement." Korean Journal of Educational Methodology Studies 30, no. 4 (2018): 559–81. http://dx.doi.org/10.17927/tkjems.2018.30.4.559.

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Ball, Christopher, Kuo-Ting Huang, Shelia R. Cotten, R. V. Rikard, and LaToya O. Coleman. "Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions." Information, Communication & Society 19, no. 5 (2016): 618–38. http://dx.doi.org/10.1080/1369118x.2016.1139616.

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O' Sullivan, B., H. McGee, and O. Keegan. "Comparing solutions to the expectancy-value muddle in the theory of planned behaviour." British Journal of Health Psychology 13, no. 4 (2008): 789–802. http://dx.doi.org/10.1348/135910708x278306.

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Ball, Christopher, Kuo-Ting Huang, Shelia R. Cotten, and R. V. Rikard. "Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes." Journal of Science Education and Technology 26, no. 4 (2017): 372–82. http://dx.doi.org/10.1007/s10956-017-9685-1.

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Shin, Sunkyung, and Joo-Yeun Park. "A study on Continuous Use Intention of Metaverse Platform through Expectancy Value Theory." Information Society & Media 24, no. 2 (2023): 41–78. http://dx.doi.org/10.52558/ism.2023.08.24.2.41.

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50

Wigfield, Allan, and Jacquelynne S. Eccles. "What is next for situated expectancy-value theory? A reply to our commentators." Motivation Science 9, no. 1 (2023): 19–20. http://dx.doi.org/10.1037/mot0000282.

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