Exploring the dynamics of situated expectancy-value theory: A panel network analysis

Students' competence beliefs and task values are proximal psychological predictors of their achievement-related choices academic achievement. Situated expectancy-value theory (SEVT) suggests that these situationally sensitive interact over short periods time. In the present study, we explored dynamic nature students' situation-specific in five sections an introductory calculus course across one semester (11 weeks, N = 429). Using psychometric network analysis, examined how facets SEVT framework related between persons (i.e., between-person network), within situations within-person contemporaneous from time point to next temporal network). Results suggested differences existed among motivational constructs three networks costs positively-valenced motivation values) were relatively independent each other a given situation, but showed some significant cross-lagged effects Our results suggest interventions support students STEM should target positively negatively valenced costs).