The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions

Although achievement goal and expectancy-value theories are both dominant in the achievement motivation literature, the relation
between goals and expectancy-value variables in predicting achievement-related behaviors remains unclear. The present study
evaluated the empirical validity of four contrasting theoretical conceptions which posit that (1) goals and expectancy-value
variables are independent predictors of achievement-related outcomes (2) goals predict expectancy-values, (3) goals mediate
the relation between expectancies and task-values, and (4) goals partially mediate the relation between expectancy-values
and achievement outcomes, in predicting course performance, career intentions and academic aspirations. Path models evaluating
these conceptions were tested separately in mathematics and language arts domains among 697 6th and 8th grade students. Results
supported the fourth theoretical approach suggesting that expectancy-value variables predict achievement-related outcomes
both directly and indirectly through achievement goals. These findings provide insight about the relation between expectancy-value
and achievement goal theories and highlight their complementary role in predicting achievement behaviors.