Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes

In this chapter, we examine the relations between constructs found within expectancy-value theory (EVT), now called situated expectancy-value theory (SEVT), and engagement dimensions. We first discuss the various definitions of the five proposed dimensions of engagement and discuss how some of these definitions share overlap with how constructs in SEVT are defined. We then provide an overview of EVT, the constructs that are central to predicting achievement-related outcomes, and the reason and implications of renaming it SEVT. After reflecting on the comments and issues raised by Eccles and Wang (2012) in the first edition of this Handbook, we summarize work that has examined the relations between students’ expectancies, values, and engagement. Our summary of this research allowed the first author to provide a formal proposal for where the various dimensions of engagement and disaffection might fit within the SEVT model. We follow this with a discussion of how the various dimensions of engagement can promote positive student outcomes, such as achievement, course intentions, and well-being. Finally, we provide several important future directions for researchers to consider to further progress the study of student engagement.