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Adolescents from Finland (N=4,062) and Germany (N=449) are included. Results show subject-bound networks that vary by year and country, indicating the situative nature of situated expectancy-value theory. Expectancies are consistently closest to achievement, while utility values are least close, suggesting expectancy-focused interventions.",{"@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/situating-expectancies-and-subjective-task-values-across-grade-levels-domains-and-countries-a-network-approach/590173/",{"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/situating-expectancies-and-subjective-task-values-across-grade-levels-domains-and-countries-a-network-approach/590173.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theory frames the study’s motivation focus?","Question",{"text":112,"@type":113},"The study builds on situated expectancy-value theory (SEVT), which highlights that motivational beliefs and achievement choices depend on specific situations and contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are “situations” operationalized in this research?",{"text":117,"@type":113},"Situations are operationalized as grade levels (6th–9th), subject domains (language arts and math), and countries (Finland and Germany).",{"name":119,"@type":110,"acceptedAnswer":120},"Which motivational beliefs show the strongest connection to achievement?",{"text":121,"@type":113},"Expectancies for success are consistently the closest to achievement, whereas utility values are the least close, indicating expectancies may be the more desirable intervention target.","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},590173,1792188862,{"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":44,"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":36,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8 No. 1, pp. 1–16 DOI: 10. 1177/23328584221117168  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nSituating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach  \nXin Tang +  \nSchool of Education, Shanghai Jiao Tong University & Faculty of Educational Sciences, University of Helsinki  \nHye Rin Lee +  \nSirui Wan  \nSchool of Education, University of California, Irvine  \nHanna Gaspard   \nCenter for Research on Education and School Development, TU Dortmund University  \nKatariina Salmela-Aro  \nFaculty of Educational Sciences, University of Helsinki  \nIn their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals’ motivational beliefs and academic choices. Adopting a novel approach—network analysis—this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th –9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.  \nKeywords: achievement motivation, adolescence, interest, network comparison, Situated Expectancy-Value Theory  \nRecently, one of the most long-established theories of achievement motivation, expectancy-value theory (EVT) has been renamed as the situated expectancy-value theory (SEVT) by Eccles and Wigfield (2020) . One of the main reasons for renaming the theory is that they wanted to make it clear that achievement choices occur in particular situations or contexts; that is, these choices are context bound and reflect the opportunities in a given situation or context. Additionally, Eccles and Wigfield emphasized that the SEVT model is dynamic concerning situational and cultural influences. With the recent elaboration and extension of the model, Eccles and Wigfield (2020) called for the importance of examining more closely the interplay between individuals’expectancies for success and their subjective task values in various situations, in order to understand the underlying processes. They noted that understanding the interplay better  \n+XT and HRL contribute equally to the manuscript  \nbetween expectancies for success and subjective task values will have important implications for designing interventions that cultivate and support students’motivational beliefs.  \nIn the present study, we examined the interplay among students’ expectancies for success, subjective task values, and achievement across different situations using psychometric network analysis. We used this analysis because it offers us a way to understand the associations among these variables as a complex system as opposed to them being noninteractive (Epskamp et al., 2017) . In other words, network analysis is an innovative tool to examine SEVT, because it emphasizes the intricate interactions among motivation variables. To examine the situative aspect of the model, we examined networks across grade levels, domains, and countries using two different data sets from Finland and Germany. We chose grade levels, domains, and countries as situations because these are different situati","cbCail0JkxM2n0Rv","https://ap.wps.com/l/cbCail0JkxM2n0Rv","pdf",903607,16,"English","# Situating Expectancy-Value Theory and Study Rationale\n# Research Design: Network Analysis Across Situations\n## Grade Levels, Domains, and Countries as Situations\n# SEVT Constructs: Expectancies and Subjective Task Values\n## Expectancies for Success\n## Subjective Task Values (Intrinsic, Attainment, Utility, Cost)","[{\"question\":\"What theory frames the study’s motivation focus?\",\"answer\":\"The study builds on situated expectancy-value theory (SEVT), which highlights that motivational beliefs and achievement choices depend on specific situations and contexts.\"},{\"question\":\"How are “situations” operationalized in this research?\",\"answer\":\"Situations are operationalized as grade levels (6th–9th), subject domains (language arts and math), and countries (Finland and Germany).\"},{\"question\":\"Which motivational beliefs show the strongest connection to achievement?\",\"answer\":\"Expectancies for success are consistently the closest to achievement, whereas utility values are the least close, indicating expectancies may be the more desirable intervention target.\"}]","Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach | PDF",1792068988]