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Expectancy-value theory is prominent in different areas in psychology, and a number of educational and developmental psychologists who study the development of achievement motivation have utilized this theory in their work (see Schunk, Pintrich, & Meece, 2006; Weiner, 1992; Wigfield & Eccles, 1992; Wigfield, Tonks, & Klauda, 2009 for overviews). In this chapter, we discuss current expectancy-value theoretical models of achievement motivation and review research based on these models. Much of this research has focused on the development of children's expectancies and values, and how expectancies and values relate to performance, choice of different activities, and emotions. We discuss the major findings from each of these areas of research. We also provide suggestions for future research based in this theory for the next decade. We focus our review and suggestions for future research primarily on elementary and secondary school students, but include some relevant work done with college students.

In specifically examining uses of freemium applications for children, this study aims to investigate the effects on user well-being after the experiential value by examining the influence of experiential value in terms of domain-specific innovativeness; the impact of domain-specific innovativeness in terms of child well-being; the moderating role of child socialization; and the relevance of contextual variables associated with media exposure during freemium game use.

The study is based on a survey of children who had downloaded freemium games on their smartphones. A total of 410 completed questionnaires were collected from children of 9 to 12 years of age. Confirmatory factor analyses and structural equation models were applied to examine and test the study hypotheses.

The results indicate that experiential value influences domain-specific innovativeness; domain-specific innovativeness is a significant predictor of well-being; parental materialism and communication with friends significantly moderates domain-specific innovativeness and well-being; and contextual variables do not influence the model.

Public policy managers should be cognizant of these results and should make every effort to prevent the identified relationships from becoming too strong, given the strong effect of domain-specific innovativeness on child well-being.

This paper contributes to the extant literature by incorporating experiential value and domain-specific innovativeness variables within a comprehensive model and by accounting for the effects of relevant contextual variables and the moderating role of child socialization.

The purpose of this paper is to study the values of children using Minimally Invasive Education (MIE) kiosks and identify any changes in these values as a result of using the kiosks.

The sample consists of 85 children residing at the Vivekananda Camp. There are 44 boys with an average age of 11.62 years and 41 girls with an average of 11.75 years. Average education level of these children is up to the 8th class. Girls generally stop going to school after the 8th class as they are expected to prepare for marriage. The evaluation is based on the 12 key universal values specified (for children between 8 and 14 years) by the Living Values Educational Program, which are: peace, respect, cooperation, freedom, happiness, honesty, humility, love, responsibility, simplicity, tolerance, and unity. A questionnaire based on the above values is developed. Originally, the questionnaire consisted of 30 situational‐based questions with multiple choices. In the present paper, values at two time points are studied. First time point is during August 2004, prior to kiosk installation and second time point after seven months of exposure to MIE kiosk (April 2005).

The results clearly indicate that there has been a shift in the importance given to values by children prior to the learning station and after working for seven months at the learning station. It is interesting to note a shift in the range itself. In August 2004, the range was between 41 percent (helping others) and 79 percent (honesty) and in April 2005 it is from 46 percent (helping others) to 82 percent (politeness). In other words, values have moved up or gained more importance in the lives of the children. Apart from honesty and tolerance where a dip in the post‐phase is found, no change is perceived in academic excellence (74 percent) and religion (66 percent). For the remaining six values, there has been an increase in how strongly children feel that existence of these values in the post‐phase (ambition, politeness, kindness, consideration, teamwork, and cooperation).

Young children can develop values through their own experiential behavior and modeling. The paper shows that learning at MIELS emerges as an ongoing process, embedded in the environment.

Structural factors are central to demographic theories in trying to explain the ups and downs in fertility. In scientific debates two perspectives have often been confronted, one in which the economy is seen as the driving force of change, the other in which culture and new ideas are emphasised. Whether changes in the value of children are driven by economic or cultural factors can be difficult to disentangle. The theory of the demographic transition is a starting point.

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.

Presents research into materialistic values among Chinese children, in the context of Chinese culture and rapid economic growth, contrasting materialistic values with both communistic and Confucian values. Reviews the literature, which shows that children understand the concepts of possession and value from a very young age, and also shows the importance of collectivist values in Chinese advertising. Outlines the research method, which involved interviews with 15 students at a Beijing elementary school, and asked them to respond to pictures of children with and without new and expensive toys and games. Finds that there was a surprising negative attitudes to possessions: children with fewer possessions were perceived to have more friends, whereas those with lots of “cool stuff” would look down on other children; this type of attitude was present even among the younger children, who were naturally more egocentric, and other negative attitudes were that owning lots of toys was wasteful and would have an adverse effect on academic achievement. Concludes that Chinese society and parents both appear to discourage materialistic values, and makes suggestions for further research and for marketing campaigns.

Advertising through the videogame has become one of the most effective and prevalent channels of advertisement, especially via pop-up ads – appearing on the screen that interrupts children’s gaming activity. Despite its importance, the effectiveness of pop-up ads and its advertising value in online videogames (O-VGs) to predict children’s inspired-to behavior remains scant. This study aims to investigate the underlying factors that explain the relationship between the four dimensions of pop-up ads and perceived advertising value, which further predicts children’s inspired-to behavior.

Data from 196 parents who observed their children while playing O-VGs, were analyzed using Smart-PLS. As the respondents are parents, the authors took extra precautions to ensure that the findings are valid.

Results showed that perceived irritation and incentives of pop-up ads do not affect children’s advertising value, whereas perceived informativeness and entertainment of pop-up ads positively impact perceived advertising value among children. Besides, children’s perceived advertising value of pop-up ads in O-VGs predict their inspired-to behavior.

This study contributes to children’s inspired-to behavior via empirically studying the perceived advertising value as a potential deriving source of inspiration. Finally, the study provides information for developers/advertisers about why and under what circumstances children perceived advertising value affect inspired-to behavior.

Using a life course perspective, we develop a theoretical model of how parents can influence their children's propensity to enter self-employment. We draw on the sociological, economic, psychological, and behavioral genetics literatures to develop a model in which parental influence occurs in different ways, depending on someone's stage in their life course. We review and summarize existing findings for parental influences on entrepreneurial entry using a three-part life course framework: childhood, adolescence, and adulthood. We also analyze new data from the Panel Study of Entrepreneurial Dynamics on the extent to which children were involved in their parents’ businesses. From our review, we propose strong effects from genetic inheritances and parenting practice (during childhood); moderate effects from reinforcement of work values and vocational interests (during adolescence); and little influence from financial support but stronger effects from other tangible means of support (during adulthood).

This study aims to investigate the favourable conditions that influence transgenerational value transmission (TVT), value acceptance and value similarity between generations in indigenous African business-owning families.

This study adopts a multiple case study design and draws on semi-structured face-to-face interviews to collect data from participants in seven indigenous Black business-owning families located in South Africa. The software ATLAS.ti was utilised to manage the data and reflexive thematic analysis was undertaken.

The analysis reveal four themes describing how transmission factors facilitate favourable conditions for successful TVT in IBSA business-owning families, namely, authoritarian parenting, a loving and connected family relational climate, the continuous reinforcement of autonomy during childhood development and family authenticity in the face of societies dominant values climate. Furthermore, value similarity is perceived to exist among the different family generations in the business-owning families.

This study is among the first to adopt the value acquisition model to empirically examine successful TVT and examine the extent of value similarity or dissimilarity, using the business-owning family as the unit of analysis. Novel contributions to family business literature and practices are proposing a model for TVT in an African context and studying relationships from a business-owning family perspective. The model for TVT could be used to socialise the NextGen members into value sets and behaviours that help business-owning families preserve their entrepreneurial legacy and family business longevity.

Discusses the factors that determine a child’s sense of materialism, and how this can be measured, based on face‐to‐face interviews with 246 children to measure their responses to 14 items; the background to the study is a concern that advertising may influence children to steal in order to buy advertised products. Reviews the literature relating to consumer socialisation, which shows that children understand the concept of possession and value it from a very young age. Concludes that Hong Kong Chinese children do not endorse strongly materialistic values; younger children were more materialistic than older children, and, contrary to the research literature, the current study found no gender difference in materialistic values. Finds also that mere exposure to television advertising and programmes does not contribute to greater materialism.