Motivation to Study – Validation and Normative Values of a Questionnaire Based on the Situated Expectancy-Value Theory

According to situated expectancy-value theory (SEVT; Eccles & Wigfield, 2020), academic success relies on students' expectancy for success and subjective task value. Emphasizing the situational nature of motivation, SEVT necessitates context-sensitive assessments. To close gaps in the assessment of expectancy and value dimensions in higher education, we provide reliability and validity evidence for using the ‘Motivation: Value and Expectancy for Success Scale’ in higher education. The scale allows a finely tuned evaluation of university students’ expectancy and subjective task value. Using a quota sample of 890 students, we found good internal consistency, excellent model fit via exploratory and confirmatory analyses, and measurement invariance across gender, fields of study, types of university, and study phases. An integrative model showed compelling evidence regarding relations of the subscales with procrastination, performance, and dropout intention. We provide normative values for the scale to facilitate further research and counseling in higher education.