Students' competence beliefs and task values are proximal psychological predictors of their achievement-related choices and academic achievement. Situated expectancy-value theory (SEVT) suggests that these beliefs are situationally sensitive and interact over short periods of time. In the present study, we explored the dynamic nature of students' situation-specific expectancy-value beliefs in five sections of an introductory calculus course across one semester (11 weeks, N = 429). Using psychometric network analysis, we examined how facets of the SEVT framework are related between persons (i.e., between-person network), within situations (i.e., within-person contemporaneous network), and from one time point to the next across one semester (i.e., within-person temporal network). Results suggested that differences existed among motivational constructs across the three networks in that costs and positively-valenced facets of motivation (i.e., competence and values) were relatively independent of each other within a given situation, but showed some significant cross-lagged effects over time. Our results suggest that interventions to support students in STEM should target positively and negatively valenced constructs (i.e., values and costs).

学生的能力信念和任务价值观是他们与成就相关的选择和学业成就的近端心理预测因素。情境期望值理论 (SEVT) 表明，这些信念对情境敏感，并在短时间内相互作用。在本研究中，我们在一学期（11 周，N = 429）。使用心理测量网络分析，我们检查了 SEVT 框架的各个方面如何在人与人之间（即人际网络）、情境内（即人内同期网络）以及从一个时间点到下一个时间点在一个学期内相关联。即，人内时间网络）。结果表明，三个网络的动机结构之间存在差异，因为成本和动机的正价方面（即能力和价值观）在给定情况下相对独立，但随着时间的推移显示出一些显着的交叉滞后效应. 我们的研究结果表明，支持 STEM 学生的干预措施应针对正价和负价结构（即价值观和成本）。