Expectancy-value beliefs of early-adolescent Hispanic and non-Hispanic youth: Predictors of mathematics achievement and enrollment.

Abstract: This study used the Eccles et al. (1983) Expectancy–Value (E–V) theory to test the influence of motivation on mathematics achievement and enrollment using data from a cohort of 926 seventh grade pre-algebra students (49% male, 76% Hispanic, 76% low-income, and 55% English Learner). Expectancy–value beliefs were assessed in seventh grade along with achievement, and enrollment was measured in eighth grade. Differential associations of motivation, achievement, and enrollment were examined across Hispanic and non-Hispanic populations. Expectancy for success and task value uniquely predicted seventh-grade achievement and eighth-grade Algebra enrollment after controlling for prior achievement and a full set of demographic controls including low-socioeconomic status and English fluency. The association of interest value and achievement differentiated across Hispanic and non-Hispanic youth, suggesting that the effect of interest value on mathematics achievement was weaker for Hispanic youth than non-Hispanics after accounting for success expectations and prior achievement.