2008 - Fellow of the American Educational Research Association
His primary areas of investigation include Developmental psychology, Social psychology, Expectancy-value theory, Competence and Mathematics education. His work carried out in the field of Developmental psychology brings together such families of science as Pedagogy, Primary education and Self-efficacy. His research in Self-efficacy intersects with topics in Educational psychology, Reading comprehension, Reading motivation, Reading and Social cognitive theory.
His Expectancy-value theory study incorporates themes from Goal theory, Task value and Personality. His biological study spans a wide range of topics, including Goal setting and Perception. In general Mathematics education, his work in Academic achievement is often linked to Perspective and Extant taxon linking many areas of study.
Developmental psychology, Reading, Mathematics education, Academic achievement and Social psychology are his primary areas of study. His studies in Developmental psychology integrate themes in fields like Expectancy-value theory and Competence. His studies deal with areas such as Task value, Social cognitive theory and Affect as well as Expectancy-value theory.
His biological study deals with issues like Early adolescents, which deal with fields such as Middle grades. Allan Wigfield has researched Academic achievement in several fields, including Personality and Adolescent development. As a part of the same scientific study, he usually deals with the Reading motivation, concentrating on Reading comprehension and frequently concerns with Comprehension and Cognitive psychology.
His scientific interests lie mostly in Expectancy-value theory, Developmental psychology, Psychological intervention, Cognitive psychology and Grit. His Expectancy-value theory research incorporates themes from Need for achievement, Affect, Task value, Reading and Expectancy theory. His Need for achievement research includes themes of School subjects and Social cognitive theory.
His work in the fields of Academic achievement overlaps with other areas such as Perspective. His Grit study is concerned with the field of Social psychology as a whole. His Social psychology research focuses on subjects like Perception, which are linked to Sociology of Education, Learner engagement and Likert scale.
His main research concerns Developmental psychology, Self-efficacy, Expectancy theory, Grit and Academic achievement. His Self-efficacy research incorporates elements of Goal orientation and Competence. Allan Wigfield has included themes like Social cognitive theory and Expectancy-value theory in his Expectancy theory study.
The various areas that he examines in his Expectancy-value theory study include Instrumental and intrinsic value, Self-concept and Task value. His Grit study is focused on Social psychology in general. His Social psychology study often links to related topics such as Student engagement.
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Motivational beliefs, values, and goals.
Jacquelynne S. Eccles;Allan Wigfield.
Annual Review of Psychology (2002)
Expectancy-Value Theory of Achievement Motivation.
Allan Wigfield;Jacquelynne S. Eccles.
Contemporary Educational Psychology (2000)
Allan Wigfield;Stephen M. Tonks;Susan Lutz Klauda.
Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.
Jacquelynne S. Eccles;Carol Midgley;Allan Wigfield;Christy Miller Buchanan.
American Psychologist (1993)
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction
John T. Guthrie;Allan Wigfield;Pedro Barbosa;Kathleen C. Perencevich.
Journal of Educational Psychology (2004)
Motivation to succeed.
Jacquelynne S. Eccles;Allan Wigfield;Ulrich Schiefele.
The development of achievement task values: A theoretical analysis
Allan Wigfield;Jacquelynne S Eccles.
Developmental Review (1992)
Age and Gender Differences in Children's Self‐ and Task Perceptions during Elementary School
Jacquelynne Eccles;Allan Wigfield;Rena D. Harold;Phyllis Blumenfeld.
Child Development (1993)
Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading.
Allan Wigfield;John T. Guthrie.
Journal of Educational Psychology (1997)
Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve
Janis E. Jacobs;Stephanie Lanza;D. Wayne Osgood;Jacquelynne S. Eccles.
Child Development (2002)
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