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Create flyerMotivation, Achievement, and Situated Expectancy-Value Theory
Making One’s Future
Jacquelynne S. Eccles, Allan Wigfield, Sandra D. Simpkins, and Fani Lauermann
Digital professor copy available on VitalSource once published ?2. Our Stories
3. Launching Eccles’ EEVT
4. From Eccles’ Expectancy–Value Theory to Situated Expectancy–Value Theory: Why the Name Change?
5. Culture Permeates Situated Expectancy–Value Theory
6. Person Characteristics and the Development and Enactment of Expectancies, Subjective Task Values, and Activity Choices
7. People’s Interpretations of Their Achievement Experiences and Affective Reactions
8. Can I Do This? People’s Self-Concepts of Ability, Expectancies for Success, Goals, and Broader Self- and Task Beliefs
9. Do I Want to Do This, and Why? Elaborating Our Key Constructs Underlying Subjective Task Values
10. The Roles of People’s Expectancies and Subjective Task Values in Making and Enacting Their Achievement-Related Choices
11. Family Influences on Youths’ Motivational Beliefs and Outcomes
12. An SEVT Perspective on School and Out-of-School Learning Experiences
13. Situated Expectancy–Value-Theory-Based Interventions: What We Know and Next Steps
14. What Does the Future Hold for Situated Expectancy–Value Theory and the Authors of This Book?
Glossary of Abbreviations
References
Index
