INTRODUCTION Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change. It also evaluates whether adolescents adopt more adaptive expectancy-value profiles in response to the need-based nature of self-directed learning as an extension of regular instruction. Within the self-directed learning approach under investigation, adolescents take responsibility for their own learning processes. METHODS The present research offers insights into the expectancy-value profiles of 754 German adolescents (Mage  = 13.56; SD = 1.2; 49.4% female). A four-wave study was used to examine perceptions of self-efficacy, intrinsic value, utility value, and effort. Latent profile analyses and latent transition analyses were employed. RESULTS Notably, the results provide evidence that expanding instruction via self-directed learning intervals that occur for 1 week per semester contributes to more favorable expectancy-value profiles within a student's favorite subject. A mixed profile (highly confident, hardly interested) disappeared. Instead, success expectations aligned more closely with adolescents' task values and effort. All profiles settled at a higher level. CONCLUSIONS The findings indicate that instruction that is expanded via self-directed learning intervals has positive consequences for motivational profiles over time. An initial self-directed learning episode led to a shift to more interested profile groups. The continuation of a positive trend even after a self-directed learning interval indicates that adolescents are able to continually adapt their learning to their needs during teacher-directed instruction. This study provides clues about how to design curricula in a way that counteracts the downward trend in students' motivation to learn.

中文翻译：

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青少年在学校环境中的期望值概况：自主学习间隔的影响。

引言 使用情境期望值理论，不仅在特定时刻而且随着时间的推移，可以解释在交替学习条件下的动机功能。情境期望值理论为情境的关键作用提供了证据。本研究考察了当学术环境条件发生变化时，青少年的成功预期、任务价值观和努力如何发展。它还评估了青少年是否采用更具适应性的期望值配置文件来响应作为常规教学延伸的自主学习的基于需求的性质。在正在调查的自主学习方法中，青少年对自己的学习过程负责。方法 本研究提供了对 754 名德国青少年（Mage = 13.56；SD = 1.2；49.4% 女性）的期望值概况的见解。一项四波研究用于检查对自我效能、内在价值、效用价值和努力的看法。采用潜在概况分析和潜在转变分析。结果 值得注意的是，结果提供的证据表明，通过每学期 1 周的自主学习间隔扩大教学有助于在学生最喜欢的科目中获得更有利的期望值配置文件。一个混杂的形象（高度自信，几乎不感兴趣）消失了。相反，成功预期与青少年的任务价值观和努力更加一致。所有配置文件都在更高的水平上落户。结论 研究结果表明，随着时间的推移，通过自我导向的学习间隔扩展的教学对动机档案具有积极的影响。最初的自主学习事件导致转向更感兴趣的个人资料组。即使在自我指导的学习间隔之后继续保持积极趋势表明青少年能够在教师指导的教学中不断调整他们的学习以适应他们的需求。这项研究提供了有关如何以抵消学生学习动机下降趋势的方式设计课程的线索。即使在自我指导的学习间隔之后继续保持积极趋势表明青少年能够在教师指导的教学中不断调整他们的学习以适应他们的需求。这项研究提供了有关如何以抵消学生学习动机下降趋势的方式设计课程的线索。即使在自我指导的学习间隔之后继续保持积极趋势表明青少年能够在教师指导的教学中不断调整他们的学习以适应他们的需求。这项研究提供了有关如何以抵消学生学习动机下降趋势的方式设计课程的线索。