Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision to call the theory Situated Expectancy-Value Theory (SEVT). First, we note how visual representations of the model make it appear static, linear, and monolithic, something that was not intended from its inception. Second, we discuss definitions of the major psychological constructs in the model, focusing on our and others’ elaboration of the task value component, particularly the “cost” component. In this section we also discuss research on the development of expectancies and values. Third, we discuss the often-neglected middle part of the model focused on how individuals understand and interpret their own performance as well as the many messages they receive from different socializers regarding their activity participation and performance. In the fourth section we discuss the situative and culturally-focused aspects of the model, stressing the impact of the situation and cultural background on children’s developing expectancy and value hierarchies. The fifth issue (one that we mention in several of the previous sections) concerns the importance of understanding the development of individuals’ hierarchies of expectancies of success and subjective task values and how they relate to performance, choice, and engagement.

过去40多年来，Eccles和同事的成就选择期望值理论指导了许多研究。在本文中，我们讨论了与该理论有关的五个“宏观”层面的问题。我们采用这种方法的广泛目的是澄清有关该理论当前状态的一些问题，为基于该理论的研究下一步提出建议，并证明我们决定将该理论称为“期望值理论”（SEVT）。首先，我们注意到模型的可视化表示如何使其看起来是静态的，线性的和整体的，而这并不是模型创建之初所希望的。其次，我们讨论模型中主要心理构造的定义，重点是我们和其他人对任务价值组成部分，特别是“成本”组成部分的阐述。在本节中，我们还将讨论关于期望和价值发展的研究。第三，我们讨论该模型中经常被忽略的中间部分，该部分集中于个人如何理解和解释自己的绩效，以及他们从不同社交者那里收到的有关其活动参与和绩效的许多信息。在第四部分中，我们讨论了该模型的情境和文化方面，强调了情况和文化背景对儿童发展的期望和价值等级的影响。第五个问题（我们在前面的几个部分中提到过）涉及了解个人对成功期望值和主观任务价值的期望等级的发展以及它们与绩效，选择和敬业度之间的关系的重要性。