Volume 45, Issue 4
(December 2016)

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Volume 45, Issue 4
(December 2016)
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Using the Expectancy-Value Theory of Motivation to Predict Behavioral and Emotional Risk Among High School Students

Bridget V. Dever

Lehigh University

Correspondence concerning this article should be directed to Bridget V. Dever,
Lehigh University College of Education, 111 Research Drive, A-318 Iacocca Hall, Bethlehem, PA 18015
; e-mail:

This research was supported in part by a Research Innovation Grant from Georgia State University to the author. The author offers special thanks to all of the administrators, school psychologists, graduate assistants, and colleagues who made this research possible.

Bridget V. Dever, PhD, is an assistant professor of school psychology at Lehigh University. Her research interests include screening for behavioral and emotional risk, promotion of educational resilience, and achievement motivation among at-risk students.

Associate Editor: Timothy Curby

Abstract

Within the expectancy-value framework, much work has been done linking expectancies and task values to academic outcomes such as performance, persistence, and choice. Research on the associations between student motivation (including efficacy and task values) and behavioral and emotional problems, however, is nascent. The present study examined a structural equation model using efficacy, utility value, attainment value, and cost to predict internalizing risk and hyperactivity–distractibility risk within a sample of 5,126 high school students (76.5% African American) in a high-needs school district. The results indicated that efficacy negatively predicted both domains of risk, attainment value negatively predicted hyperactivity–distractibility risk only, and cost positively predicted both domains of risk. Implications for both theory and practice are discussed, including the relative importance of cost in the prediction of behavioral and emotional risk.

Received: August 4, 2015; Accepted: January 6, 2016;

Copyright 2016 by the National Association of School Psychologists