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A Test of a Model of Achievement Behaviors

University of Illinois at Chicago

Drawing on the theoretical and empirical work of decision making, achievement, and attribution theorists, Eccles and colleagues (1983) proposed an integrative theoretical model of achievement behaviors (e.g., persistence, choice, and performance). Defining achievement behavior as the intention to study more mathematics, the present study sought to determine the extent to which the key constructs within the psychological component of the model—expectations for success and task value—directly influence intention and serve as mediators for indirect influence of prior constructs. For males, expectations and value were the dominant influences and mediated the indirect influence of other variables. For females, expectations did not influence intention; dominant effects came from value, goals, and self-concept with value and goals serving as mediators of indirect influences.

American Educational Research Journal, Vol. 28, No. 1, 155-172 (1991)
DOI: 10.3102/00028312028001155


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