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Data from 926 seventh-grade prealgebra students are used to assess E-V beliefs and later outcomes measured at eighth grade. Results show expectancy for success and task value uniquely predict achievement and algebra enrollment after controlling for prior achievement and extensive demographics. Interest value links to achievement differ between Hispanic and non-Hispanic youth, with a weaker effect for Hispanic students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/expectancy-value-beliefs-of-early-adolescent-hispanic-and-non-hispanic-youth-predictors-of-mathematics-achievement-and-enrollment/589828/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/expectancy-value-beliefs-of-early-adolescent-hispanic-and-non-hispanic-youth-predictors-of-mathematics-achievement-and-enrollment/589828.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theory guides the study’s motivation framework?","Question",{"text":112,"@type":113},"The study uses Eccles et al.’s expectancy-value (E-V) theory to examine how motivation relates to mathematics achievement and enrollment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which motivation beliefs predict outcomes in the model?",{"text":117,"@type":113},"Expectancy for success and task value uniquely predict seventh-grade achievement and eighth-grade algebra enrollment after controlling for prior achievement and demographics.",{"name":119,"@type":110,"acceptedAnswer":120},"How do associations differ for Hispanic versus non-Hispanic youth?",{"text":121,"@type":113},"The association between interest value and mathematics achievement varies by group, with a weaker effect for Hispanic youth than for non-Hispanics after accounting for success expectations and prior achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589828,1792166498,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nOctober-December 2016, Vol. 2, No. 4, pp. 1–17 DOI: 10. 1177/2332858416673357 © The Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nExpectancy-Value Beliefs of Early-Adolescent Hispanic and Non-Hispanic Youth: Predictors of Mathematics Achievement  \nand Enrollment  \nNayssan Safavian  \nAnneMarie Conley  \nUniversity of California–Irvine  \nThis study used the Eccles et al. expectancy-value (E-V) theory to test the influence of motivation on mathematics achievement and enrollment using data from a cohort of 926 seventh-grade prealgebra students (49% male, 76% Hispanic, 76% low income, and 55% English learner). E-V beliefs were assessed in seventh grade along with achievement, and enrollment was measured in eighth grade. Differential associations of motivation, achievement, and enrollment were examined across Hispanic and non-Hispanic populations. Expectancy for success and task value uniquely predicted seventh-grade achievement and eighth-grade algebra enrollment after controlling for prior achievement and a full set of demographic controls, including low socioeconomic status and English fluency. The association of interest value and achievement differentiated across Hispanic and non-Hispanic youth, suggesting that the effect of interest value on mathematics achievement was weaker for Hispanic youth than for non-Hispanics after accounting for success expectations and prior achievement.  \nKeywords: mathematics, motivation, academic achievement, ethnic-minority youth  \nMiddle school mathematics experiences serve as the gatekeeper into the secondary mathematics pipeline and beyond, including long-term educational and labor market success (Kurlaender, Reardon, & Jackson, 2008; Laird, Cataldi, KewalRamani, & Chapman, 2008; Rose & Betts, 2001) . Even so, early mathematics participation and performance gaps between Hispanics and their White and Asian American peers persist and widen over time (Kohler & Lazarín, 2007; National Center for Educational Statistics [NCES], 2011; Reardon & Galindo, 2009; Wilkins & Kuperminc, 2010) . Scholars point to motivation as a viable explanation for these  \nracial-ethnic disparities (Fuligni, Hughes, & Way, 2009) . Motivated students invest more time in educational tasks, expend greater effort, ask for help, and persist in the face of difficulty (Eccles, Wigfield, & Schiefele, 1998; Wang, Eccles, & Kenny, 2013) . Over time, this culminates in improved skills and performance as well as increased and advanced course taking (Wigfield & Cambria, 2010; Wigfield, Tonks, & Klauda, 2009) . Much ofwhat is empirically understood about the positive associations between mathematics-related beliefs and achievement outcomes holds with White and African American youth but has seldom explored these relations within other ethnic-minority populations, such as Hispanics (Eccles & Wigfield, 2002; Graham, Taylor, & Hudley, 1998; Taylor & Graham, 2007; Winston, Eccles, Senior, & Vida, 1997) . This study addresses  \nthis gap by applying one of the most widely studied theoretical frameworks of achievement motivation, the Eccles et al.(1983) expectancy-value (E-V) theory of achievement motivation and choice behavior, to an early-adolescent sample of Hispanic youth and their non-Hispanic peers to determine whether the associations between beliefs and performance and participation hold with these populations.  \nEccles et al. E-V Theory of Achievement Motivation  \nAccording to Eccles et al.’s E-V theory, students’achievement-related choices and academic attainment are direct functions of their expectation of success (perception of the likelihood of achievement, or “can I do this task?”) and subjective task values (STV; how much they value achievement, or “do I want to do this task?”) (Eccles et al., 1983; Wigfield & Eccles, 2000) . These beliefs are highly correlated with each other and informed by previous achievement and success experiences (Wigfield et al., 2009). As a comprehensive sociocultural fr","cbCaibwYZphJJuKq","https://ap.wps.com/l/cbCaibwYZphJJuKq","pdf",371514,17,"English","# Eccles et al. E-V Theory of Achievement Motivation\n## Expectancy for Success","[{\"question\":\"What theory guides the study’s motivation framework?\",\"answer\":\"The study uses Eccles et al.’s expectancy-value (E-V) theory to examine how motivation relates to mathematics achievement and enrollment.\"},{\"question\":\"Which motivation beliefs predict outcomes in the model?\",\"answer\":\"Expectancy for success and task value uniquely predict seventh-grade achievement and eighth-grade algebra enrollment after controlling for prior achievement and demographics.\"},{\"question\":\"How do associations differ for Hispanic versus non-Hispanic youth?\",\"answer\":\"The association between interest value and mathematics achievement varies by group, with a weaker effect for Hispanic youth than for non-Hispanics after accounting for success expectations and prior achievement.\"}]","Expectancy-Value Beliefs of Early-Adolescent Hispanic and Non-Hispanic Youth: Predictors of Mathematics Achievement and Enrollment | PDF",1792068208,43]