In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs

TLDR

The study examined how adolescents’ achievement‑related beliefs and self‑perceptions are structured and interrelated, focusing on subjective valuing of achievement. Using expectancy‑value theory, the authors measured adolescents’ beliefs about achievement activities, success expectancies, ability perceptions, and task difficulty through annual questionnaires over two years. Confirmatory factor analysis revealed three distinct task‑value factors (interest, importance, utility), a single expectancy/ability factor, and two task‑difficulty factors, with task values and ability perceptions positively correlated and both inversely related to task‑difficulty perceptions.

Abstract

The authors assessed the dimensionality of and relations between adolescents' achievement-related beliefs and self perceptions, focusing on subjective valuing of achievement. Beliefs derived from expectancy-value theory (adolescents' valuing of achievement activities, expectancies for success and ability perceptions, and perceptions of task difficulty) were assessed. Adolescents completed questionnaires once a year for 2 years. Confirmatory factor analyses indicated that achievement-related beliefs separate into three task values factors (interest, perceived importance, and perceived utility), one expectancy/ability factor (comprising beliefs about one's competence, expectancies for success, and performance perceptions), and two task difficulty factors (perceptions of difficulty and perceptions of effort required to do well). Task values and ability perceptions factors were positively related to each other and negatively correlated to perceptions of task difficulty.