The Role of Achievement Values in the Regulation of Achievement Behaviors
In this chapter, we review research on how children’s valuing of achievement tasks may inﬂuence the ways in which they regulate their behavior in achievement situations. In doing so, we attempt to link research based primarily in an expectancy-value model of achievement motivation and behavior developed by Eccles, Wigﬁeld, and their colleagues (e.g., Eccles, 1993; Eccles [Parsons] et al., 1983; Wigﬁeld, 1994; Wigﬁeld & Eccles, 1992, 2000, 2002) with the growing body of research on students’ self-regulation. Our general premise is that the different ways in which children do (or do not) value the achievement activities that they are doing likely has an impact on the quality and quantity of their use of different self-regulatory strategies as they do these activities. We review the research relevant to this general premise and discuss in some detail a speciﬁc example from the area of reading comprehension instruction of how teachers can foster children’s self-regulation by increasing their valuing of reading. We begin by deﬁning achievement values in the Eccles and Wigﬁeld expectancy-value model.