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 contra...

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Bibliographic Details
Published in:Motivation and emotion 2013-03, Vol.37 (1), p.65-78
Main Authors: Plante, Isabelle, O’Keefe, Paul A., Théorêt, Manon
Format: Article
Language:English
Subjects:
Academic achievement
Arts
Aspirations
Behavioral Science and Psychology
Careers
Clinical Psychology
Expectancy-Value theory
Goals
Investigations
Language arts
Learning
Mathematics
Motivation
Original Paper
Personality and Social Psychology
Psychology
Researchers
Students
Variables
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Summary: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.
ISSN:0146-7239
1573-6644
DOI:10.1007/s11031-012-9282-9