Motivation Science, Vol 9(1), Mar 2023, 1-12; doi:10.1037/mot0000275
In this article, we reflect on our long-standing collaboration that has focused on understanding the development of motivational beliefs, motivated behaviors, and engagement and their relation to different outcomes. We begin with our individual biographies and how we came to work together. Next, we discuss the ways in which Eccles, Wigfield, and their colleagues reconceptualized and expanded classic expectancy-value theory as a framework that can be used to understand individual and group differences in achievement-related performance and choice in mathematics and other academic domains, such as gender differences in math and science, technology, engineering, and mathematics participation. We then turn to a summary of results from three longitudinal studies designed to address various aspects of the theory, particularly the predicted links of expectancies and values to achievement-related performance and choice, and how the key motivational beliefs and subjective task values develop across the school years and beyond. We conclude with discussion of our change of the name of the theory from expectancy-value theory to situated expectancy-value theory and comment on where we hope work based in situated expectancy-value theory will go to build on our legacy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)