![]() Although affective reactions and memories are suggested to be important predictors of task value (Eccles et al., 1983 Wigfield & Cambria, 2010) nevertheless, EVT places relatively little emphasis on the students' emotional experiences. The expectancy–value theory (EVT) of achievement motivation (Eccles et al., 1983 Wigfield & Cambria, 2010) proposes that expectancy and task–value beliefs are key determinants of choice, persistence, and performance in learning. Finally, both high task performance and attributions of success to ability were related to better subsequent academic achievement. Third, high task performance was related to higher levels of effort, higher attributions of success to ability, and increased positive emotions after the task. Conversely, high negative emotions during the task were related to poorer task performance. Second, high expectancy of success predicted increased positive emotions during the task, and these in turn, were related to better task performance. This, in turn, was related to better task performance. ![]() The results showed, first, that high task value, high expectancy of success, and high positive emotions before a task contributed to a higher level of effort during the task. ![]() Situational information on task value, success expectations, emotions, effort, task performance, and causal attributions was collected and information on subsequent academic achievement was obtained from school registers. A group of sixth grade students ( n = 190) completed an achievement task. This study aimed to examine associations between motivation, emotion, and task performance in simulated achievement situations. ![]()
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