Abstract

Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students’ attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation.

摘要

基于 Eccles 及其同事的情境期望值理论 (SEVT) 的动机干预可以促进学生的动机信念和学习成绩。然而，大多数先前的工作都集中在一个结构上，即感知效用价值。SEVT 包括被发现会影响学生的学业动机、表现和选择的多种结构。因此，我们认为现在是时候通过探索旨在影响理论中其他核心结构的干预措施来超越对效用价值的单一关注。在本文中，我们为此类干预措施的设计提供了基于理论和研究的建议，重点关注实施的原因、时间和方式。我们讨论针对学生的成就价值、内在价值、感知成本、成功预期和/或能力信念的干预措施，以及 SEVT 结构的不同组合。最后，我们讨论了基于 SEVT 的干预措施的想法，这些干预措施可以解决动机的定位、协同和动态性质。