Expectancy, valence, and motivational force functions in goal-setting research: An empirical test.

Abstract

Expectancy-valence (EV) theory has often been used as a model for understanding goal setting. The authors attempt to further distinguish within-person from across-persons uses of EV theory concepts in the goal-setting literature and present a within-person empirical test. The key element of the approach examined here is that an assigned goal's initial effect is on the patterns formed across levels of potential task performance by a person's judgments of expectancy, valence, and motivational force (i.e., performance-expectancy, performance-valence, and performance-motivational force functions). By examining these functions, the authors make available more detailed information regarding the motivational eifects of assigned goals.

Development and assessment of pilot food safety educational materials and training strategies for Hispanic workers in the mushroom industry using the Health Action Model

“…Expectancy theory (ET), as defined by Vroom (Campbell & Pritchard, 1983;Tubbs, Boehne, & Dahl, 1993) can increase the specificity of the HAM construct of motivational system. Motivation is an internal process that activates, guides and maintains behavior over time (Baron & Kalsher, 1997).…”

Using the Health Action Model to plan food safety educational materials for Hispanic workers in the mushroom industry

“…Concepts from Expectancy Theory (ET) as defined by Vroom (Campbell & Pritchard, 1983;Tubbs, Boehne, & Dahl, 1993) were added to HAM to define the motivational system (see Fig. 1).…”

Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information

“…The action taken by a learner in response to information about the discrepancy depends heavily on the nature of the message, the way in which it was received, the way in which perception of a gap motivates a choice of available courses of action, as well as the working contexts in which that action may be carried out (Black & Wiliam, 1998). Students' dispositional characteristics, such as their self-efficacy beliefs (Ames, 1992;Craven, Marsh, & Debus, 1991) and goal orientation (Dweck, 1986;Tubbs, Boehne, & Dahl, 1993) as well as temporary affective states (Derryberry, 1991;Ilies & Judge, 2005), are influenced by and, in turn, influence learners' response to the information about the existing discrepancy between the actual and the objective knowledge sets.…”