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Allan Wigfield
University of Maryland, College Park
121Publications
60H-index
27.4kCitations
Publications 121
Newest
#1Emily Q. Rosenzweig (UMD: University of Maryland, College Park)H-Index: 5
#2Chris S. Hulleman (UVA: University of Virginia)H-Index: 20
Last.Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
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#1Allan WigfieldH-Index: 60
Abstract We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict ...
#1Emily Q. Rosenzweig (UW: University of Wisconsin-Madison)H-Index: 5
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
Last.John T. Guthrie (UMD: University of Maryland, College Park)H-Index: 51
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#1Katherine Muenks (IU: Indiana University)H-Index: 2
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
Last.Jacquelynne S. Eccles (UCI: University of California, Irvine)H-Index: 107
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Abstract We review work on the development of children and adolescents’ expectancy and competence beliefs for academic achievement domains across the elementary and secondary school years, and how they become calibrated to children’s performance. The work reviewed stems from prominent achievement motivation theories: expectancy-value theory, social cognitive theory, self-worth theory, and self-determination theory. Broadly, research on the development of children’s expectancy and competence beli...
#1Ricarda SteinmayrH-Index: 20
#2Anne F. WeidingerH-Index: 4
Last.Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
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Abstract Grit—individuals’ perseverance of effort and consistency of interests—was introduced in 2007 as new construct that predicts different achievement outcomes. To date, most studies examining grit’s prediction of achievement have not included other predictors in their analyses. Therefore, we assessed grit’s incremental validity for school achievement above theoretically and empirically related predictors, in two adolescent student samples from Germany. Study 1 ( N = 227) examined grit’s rel...
#1Hanna Gaspard (University of Tübingen)H-Index: 7
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
Last.Herb W. Marsh (University of Oxford)H-Index: 2
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Abstract In the present study, we investigated how students’ expectancies and values can be predicted by their achievements in multiple domains. Our major aim was to extend previous findings on dimensional comparison processes for expectancies to task values while systematically comparing multiple value facets defined in expectancy-value theory. We assessed the expectancies, values, and achievements of N = 857 students in Grades 5–12 from two German academic track schools in five academic domain...
#1Katherine Muenks (IU: Indiana University Bloomington)H-Index: 5
#2Ji Seung Yang (UMD: University of Maryland, College Park)H-Index: 7
Last.Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
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