Confirmatory factor analyses show students' expectancies for success factor separately from their subjective task values, while expectancies and ability self-concepts factor together¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the NIE-funded study data, CFA showed expectancies for success factored separately from subjective task values, and the three value components (interest, importance, utility) each formed separate factors, while expectancy and SCA items factored together. → Jacquelynne S. Eccles · Allan Wigfield 2024

Evidence¶

Jacquelynne S. Eccles · Allan Wigfield 2024¶

Jacquelynne S. Eccles · Allan Wigfield. (2024). The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues' Situated Expectancy-Value Model of Achievement Performance and Choice. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09888-9

q2 · i? · associational · r?

Confirmatory factor analysis of student survey data from the NIE-funded study, reported by the review as Eccles and Wigfield (1995). The CFA provided "support for the distinctions between the constructs" between expectancies and values; value components also formed separate factors.

"Eccles and Wigfield (1995) demonstrated (using confirmatory factor analysis - CFA) that students' expectancies for success factored separately from their subjective task values, providing support for the distinctions between the constructs."

Discussion¶

Related Claims¶

• Children's ability self-concepts and subjective task values are domain-specific and differentiated from first grade, with gender differences in math fading over time — related
• The authors argue the factor-analytic evidence is not strong enough to rename expectancy-value theory as expectancy-value-cost theory — related