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Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning

https://doi.org/10.1111/flan.12569
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
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Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes
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Motivation and gender in the Japanese EFL classroom
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Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French
inferredcites →https://doi.org/10.1016/j.system.2013.01.019openalex-snapshot
Foreign language learning in a ‘monoglot culture’: Motivational variables amongst students of French and Spanish at an English university
inferredcites →https://doi.org/10.1016/j.system.2019.102119openalex-snapshot
What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment
inferredcites →https://doi.org/10.1017/9781316823279.013openalex-snapshot
Interest Development and Learning
inferredcites →https://doi.org/10.1017/s0272263101003035openalex-snapshot
WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS
inferredcites →https://doi.org/10.1017/s0272263117000304openalex-snapshot
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE
inferredcites →https://doi.org/10.1017/s0272263118000153openalex-snapshot
RETHINKING L2 MOTIVATION RESEARCH
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Possible selves.
inferredcites →https://doi.org/10.1037/0033-295x.94.3.319openalex-snapshot
Self-discrepancy: A theory relating self and affect.
inferredcites →https://doi.org/10.1037/a0034027openalex-snapshot
The role of identity development, values, and costs in college STEM retention.
inferredcites →https://doi.org/10.1037/a0039440openalex-snapshot
Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.
inferredcites →https://doi.org/10.1037/edu0000146openalex-snapshot
Making connections: Replicating and extending the utility value intervention in the classroom.
inferredcites →https://doi.org/10.1037/edu0000313openalex-snapshot
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.
inferredcites →https://doi.org/10.1037/edu0000331openalex-snapshot
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
inferredcites →https://doi.org/10.1080/01434632.2017.1284853openalex-snapshot
Predictors of willingness to read in English: testing a model based on possible selves and self-confidence
inferredcites →https://doi.org/10.1093/applin/amv060openalex-snapshot
The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity
inferredcites →https://doi.org/10.1111/0023-8333.00149openalex-snapshot
Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style
inferredcites →https://doi.org/10.1111/j.1467-9922.2012.00719.xopenalex-snapshot
A Self System Perspective on Young Adolescents’ Motivation to Learn English in Urban and Rural Settings
inferredcites →https://doi.org/10.1111/j.1540-4781.2013.12004.xopenalex-snapshot
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes
inferredcites →https://doi.org/10.1111/lang.12005openalex-snapshot
Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages
inferredcites →https://doi.org/10.1111/lang.12065openalex-snapshot
Language Learner Motivational Types: A Cluster Analysis Study
inferredcites →https://doi.org/10.1111/lang.12079openalex-snapshot
How Big Is “Big”? Interpreting Effect Sizes in L2 Research
inferredcites →https://doi.org/10.1111/modl.12509openalex-snapshot
Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R 2 Values
inferredcites →https://doi.org/10.1146/annurev-psych-122216-011725openalex-snapshot
Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
inferredcites →https://doi.org/10.14746/ssllt.2018.8.4.2openalex-snapshot
The L2 motivational self system: A meta-analysis
inferredcites →https://doi.org/10.14746/ssllt.2019.9.1.2openalex-snapshot
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
inferredcites →https://doi.org/10.21832/9781847691293-003openalex-snapshot
2. The L2 Motivational Self System
inferredcites →https://doi.org/10.4324/9780203879498openalex-snapshot
Handbook of Motivation at School
inferredcites →https://doi.org/10.4324/9781315617572-12openalex-snapshot
Motivation, Engagement, and Interest
inferredcites →https://doi.org/10.4324/9781315772714openalex-snapshot
Motivational Currents in Language Learning
inferredcites →https://doi.org/10.5860/choice.33-5232openalex-snapshot
Becoming a critically reflective teacher
inferredcites →https://doi.org/10.5860/choice.44-2769openalex-snapshot
Confirmatory factor analysis for applied research
inferredcites →https://doi.org/10.5860/choice.50-2114openalex-snapshot
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What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Giving choices or making tasks relevant? Classroom practices that foster L2 learner engagement
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Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation
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The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks
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Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model
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Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university
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