- Home
- What is the purpose of this website?
- Development of confidence theories
- Taking Action
- Theories Blogs
- Forum
- Suggested Reading
- About
- Contact
- Bibliography
Eccles's Expectancy-Value Model (1983)
This theory is multidimensional in fettering out determinants of motivated behavior. It does so in the social and psychological realms in specific contexts like, but not limited to, sport or music, as well as through age-relatedness. In particular, the research focused on the development of expectancy and value in math achievement. But, there are overtones toward the physical realm. The two overarching constructs underpinning this theory are:
It is important to note that this model assumes "that it is not reality itself (i.e., past successes or failures) that most directly determines children's expectancies, values, and behavior, but rather the interpretation of that reality" (p. 81).
The variable of expectations of success conjoins numerous factors of a child's concept of ability. More specifically, it affects the perception of the difficulty of the task, the perception of others' expectations, causal attributions based on stable (ability) or unstable (luck) factors, and the perception of the controllability of achievement outcomes.
There are three components that comprise the variable of the task value. The first is an accomplishment value that can confirm important personal character traits through challenges that fulfill various needs. These include fulfilling achievement, power, and social needs. As an example, an athlete who believes herself to be good at field hockey, and believes that good field hockey players play on a particular travel team, will have a high accomplishment value if she makes that team. Even moreso if she does well on that team. The second is an intrinsic value which provides immediate gratification by simply engaging in an activity. The third is a utility value where the completion of a task is critical to a larger process, even if a given task does not have an immediate impact to the larger process. An example of this is an athlete seeking out a tutor for academic help so his grades stay high for college requirements.
Further, the task value can be influenced by other factors. These factors include, sex-role identity issues such as, what tasks are believed to be male or female oriented, perceptions of the cost of success (i.e., looking at the cost/benefit ratio), past experiences which can be shaped by positive or negative outcomes, how adult influencers react to circumstances, and internal issues such as anxiety prior to an activity.
With all of these variables, what is it that determines a child's expectancy to value determination? The research suggests that children's expectations and future plans are most guided by their own self-concept of their abilities and how much they sense that their parents and teachers believe in them. Additionally, children's attitudes are positively correlated with future plans and expectations, as opposed to past successes and failures and parent's actual beliefs about their ability.
Thus, the goal of a coach should be to help develop abilities while providing a framework for future possibilities in the given activity. And, incorporate the liberal use of future-directed praise.
- Expectations of success
- Subjective task value as it pertains to the choice and commitment of a given activity
It is important to note that this model assumes "that it is not reality itself (i.e., past successes or failures) that most directly determines children's expectancies, values, and behavior, but rather the interpretation of that reality" (p. 81).
The variable of expectations of success conjoins numerous factors of a child's concept of ability. More specifically, it affects the perception of the difficulty of the task, the perception of others' expectations, causal attributions based on stable (ability) or unstable (luck) factors, and the perception of the controllability of achievement outcomes.
There are three components that comprise the variable of the task value. The first is an accomplishment value that can confirm important personal character traits through challenges that fulfill various needs. These include fulfilling achievement, power, and social needs. As an example, an athlete who believes herself to be good at field hockey, and believes that good field hockey players play on a particular travel team, will have a high accomplishment value if she makes that team. Even moreso if she does well on that team. The second is an intrinsic value which provides immediate gratification by simply engaging in an activity. The third is a utility value where the completion of a task is critical to a larger process, even if a given task does not have an immediate impact to the larger process. An example of this is an athlete seeking out a tutor for academic help so his grades stay high for college requirements.
Further, the task value can be influenced by other factors. These factors include, sex-role identity issues such as, what tasks are believed to be male or female oriented, perceptions of the cost of success (i.e., looking at the cost/benefit ratio), past experiences which can be shaped by positive or negative outcomes, how adult influencers react to circumstances, and internal issues such as anxiety prior to an activity.
With all of these variables, what is it that determines a child's expectancy to value determination? The research suggests that children's expectations and future plans are most guided by their own self-concept of their abilities and how much they sense that their parents and teachers believe in them. Additionally, children's attitudes are positively correlated with future plans and expectations, as opposed to past successes and failures and parent's actual beliefs about their ability.
Thus, the goal of a coach should be to help develop abilities while providing a framework for future possibilities in the given activity. And, incorporate the liberal use of future-directed praise.