Introducing the DYNAMICS Framework of moment-to-moment development in achievement motivation

This study introduces a new theoretical model describing the moment-to-moment development of expectancy-value experiences, based on dynamic systems concepts. As a first step to testing this model, we examined whether task values and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1).Situational task values and expectancies were assessed using the experience sampling method in 155 University teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with a multilevel cross-lagged structural equation model.Expectancies and task values were concurrently correlated within situations. Expectancies showed rank-order stability for from one learning situation to the next, whereas task values did not. No cross-lagged effects between expectancies and most task values were found.We expect the proposed dynamic situated expectancy-value model to have a substantial impact on further theory development.