chapter  7
28 Pages

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.