The development of achievement task values: A theoretical analysis

Abstract

In this article we present a theoretical analysis of the nature and development of children's achievement task values. Our approach builds on traditional expectancy-value theory and also on a model of achievement choice developed by Eccles and her colleagues. We discuss different theoretical components of achievement values and present empirical evidence for these components. Existing work on how children's achievement values change across the elementary and secondary school years is reviewed, and hypotheses are provided for how the components of achievement values become differentiated across the school years. We discuss the work on achievement goals from the perspective of how children's achievement values could influence their goals. Suggestions are made for revising and expanding Eccles and her colleagues' expectancy-value model of achievement choice.