ExpectancyValue

Theory of
Achievement
Motivation
Girao, Jonalyn
Ruado, Kendra Mae
II-19 BME

Instruction
The class will be divided into
two groups and will be given
puzzle pieces and whoever
finishes putting it together
first will be given a reward.

EXPECTATION

REALITY

Expectation is the
root of all
heartache.
William Shakespeare

John
Atkinson

Biography

Born on
December 31,
1923
Began his
undergraduate
training in 1941
at Wesleyan
University
Mentored by
David

received his M.A. at the

University of Michigan in
1948
his Ph.D. in 1950 under
psychology
received an honorary
doctoral degree in
philosophy from the Ruhr
University in Bochum,
Germany

taught several courses

including motivation but
was noted for his excellent
mentoring ability
helped found the Michigan
undergraduate honors
program
his research interests
included human motivation,

worked with McClelland on

validating the Thematic
Apperceptive Test as a
measure of motivation
worked with Birch to
develop mathematical
equations to measure
motivation in Dynamics of
Action (1970)

His research followed the trend

in psychology in two ways: 1)
he was using new technological
advancements in his research
2) his work with the TAT came
directly after the war where it
was commonly used

 awarded several fellows,

most notably William
James Fellow of the
American Psychological
Society (1989)
developed a theory of
achievement motivation

it is a function of three
factors: 1) the motive for
success 2) the probability
that one will be successful
at the activity 3) and the
incentive value of success
was popular from 1960 to
1980
His theory slowly
decreased in the 1980s as

Atkinson married his high

school sweetheart, Mary
Jane
they had three children:
Ann, David, and William

John William Atkinson died

on October 27, 2003, in
Chelsea, Michigan, at the
age of 79

ExpectancyValue
Theory of
Achievement
Motivation
Expectancy x Value =
Motivation

 Expectancy are the result of various factors,

but particularly the goals held by a student,
and the students self efficacy.
Values are also the result of various factors,
but especially students interests and feelings
of self-determination.

What is Expectancy Value

Theory?
that individuals choice, persistence, and
performance can be explained by their beliefs about
how well they will do on the activity (Beliefs of
Activity), the probability of success (Expectancy)
and the extent to which they value the activity(Task
Value).
(Atkinson, 1957; Eccles et al.,1983; Wigfield, 1994; Wigfield
& Eccles, 1992).

Beliefs of Activity
is the individuals evaluation of their
competence in different areas.
Expectancy
is the individuals beliefs about how they
will do on upcoming tasks.
Task Value
the importance and use of the task at hand.
how a task meets different needs of
individual.

4 Constructs of Task
Value

1. Attainment Value or Importance

the importance of doing well on a
given task (Battle, 1966)
2. Intrinsic Value
is the enjoyment the individual
gets from the task.

4 Constructs of Task
Value
3. Utility Value
determined how well a task relates
to current and future goals.
4. Cost Value
A critical component of value. The
sacrifice we exchange for the
task.

Expectancies
(Bandura, 1977)
Two kinds of expectancy
Beliefs
beliefs:
o Outcome Expectations

Expectations that a given behavior can

produce a certain outcome.
o Personal or Efficacy Expectations
Individuals expectation that he or she
can produce the outcome.

Beliefs about
are conceivedAbility
of as broad beliefs about
competence in a given domain, in
contrast to ones expectancies for success
on an upcoming task, which are seen as
more specific beliefs.

Achievement Goals
are the broad purposes children have
for learning or doing different
activities.
Long term goals
Goals like childrens desires to act in
accordance with certain behavior
standards.

1. How do childrens and adolescents

achievement beliefs and values
change?
2. What is the relations of childrens
and adolescents ability expectancy
beliefs and subjective task values to
their performance and choice of
activities?

Classroom Implication

1. Students must engage in meaningful works,

maximizing their potentials so as to reduce the
fear of failure.

2. When giving tasks to students, it should not be

too easy for it reduces the satisfaction or the
value of the task.

3. Success that a student experiences builds

perception of competence.

4. The ability of the student to produce

something with great significance increases the
chance of a student to proceed to performing
more difficult tasks.

5. The environment should be conducive to

learning and promotes the value of each

Sources:
Atkinson, J.(1958). Motivational Determination of
risk taking behavior. Psychol. Rev 64: 359- 372
Eccles, J. et al., (1994). Expectancy Value Theory of
Achievement Motivation. Pp. 68-81
Wigfield, A. (1994). Expectancy-Value Theory of
Achievement Motivation: A Developmental
Perspective.pp. 50-77