Goal gradients refer to the increase in motivation as a function of goal proximity. We propose that motivation does not always increase closer to the goal, and that in order to predict the shape and steepness of goal gradients one needs to look at how distance affects the two components of motivation-expectancy and value. Furthermore, we distinguish between four aspects of expectancy (probability, difficulty, sufficiency, necessity) and two types of value (value related to high level construal, value related to low level construal), each of which has a unique distance-related dynamics. It is proposed that motivational gradients are determined by the effect that distance has on each of these components. our study demonstrated gradients of motivation, sufficiency and necessity, but not difficulty. We discuss whether avoidance gradients would be necessarily steeper than approach gradients, as is postulated by Miller's (1944) conflict models. We also suggest that in some situations (e.g., when gradients reflect necessity) gradients would be moderated by regulatory focus (e.g., would be steeper in a prevention focus than in a promotion focus, Higgins, 1998).It is accepted as a maxim in psychology that goals loom larger as one gets closer to them in time. Students study harder for an exam as it gets closer, rats pull harder the closer they get to the reinforcement (Brown, 1948), people that escape a fire first run faster than later on. The notion that motivation increases with goal proximity dates back to Miller (1944Miller ( , 1959 and is based on Hull's (1943) theory of motivation. In this theory, motivation is the product of habit and drive, where drive is equivalent to the extent of need (e.g., hunger, pain) and habit is the strength of association between action and outcome. Gradients (i.e., changes in motivation 516 liberMan and fÖrSter over distance to the goal) stem from changes over distance in habit, drive or both. Lewin (1935Lewin ( , 1951 also assumed that motivation increases closer to a goal. He conceptualized desired (and avoided) end states as forces that operate on individuals, and assumed that like physical forces (e.g. gravitation), forces exerted by desired and avoided goals are inversely related to distance. Supporting goal gradients, enhanced motivation closer to the goal has been observed in several studies, with both animals and humans (But is it always the case? Do people always feel increasingly enthusiastic as they approach a goal? Do we always feel more motivated as we get closer to writing a paper? Do students experience increased motivation when they sit down to do their homework? In the present paper we would like to look at goal gradients from the perspective of expectancy-value theories of motivation and suggest that motivation does not always increase closer to the goal. Rather, the effect of distance on motivation depends on its effects on expectancy and value, which are complex and multifaceted. We present an experiment, in which we measure motivation, expectancy and value at differe...