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Two independent studies were undertaken to test predic tions concerning resumption of tasks following induced success and failure experiences. Predictions for both stud ies were derived from a theory of achievement motivation formulated by J.W. Atkinson. Ss for Study I were selected on the basis of their scores on a probability-of-success ques tionnaire which required Ss to estimate their chances of success in several task situations. It was predicted that, in a forced-choice situation, Ss with high questionnaire scores (high expectancies of success) would tend to resume the task on which they had just experi enced failure rather than the task on which they had just ex perienced success. It was further predicted that Ss with low expectancies of success would tend to resume the task on which they had just experienced success. The results obtained for Study I revealed that almost all Ss chose to resume the task on which they had succeeded. This lack of variability in resumption choices made a clear- cut interpretation of the results impossible: the results could be regarded as negative evidence for Atkinson's theory, on the one hand, or the findings could be considered in terms of some methodological defect in the present study, on the other hand. The latter possibility was regarded as the most plausible one. In order to establish a general difficulty level for the experimental task among the Study I Ss, the instructions to Ss had included references to the performance level attained by a high-ability norm group on the same task. It was felt that this use of a high ability norm group may have obliterated the anticipated effect of success and failure upon Ss' expectancies of success. In an attempt to clarify this possibility, three differ ent norm groups of varying ability levels were used in Study II. It was expected that Ss working under conditions in which a low-ability norm group was used, would tend to have initially high expectancies of success for the experimental task. It was further expected that Ss working under a high-ability norm group would tend to have initially low expectancies of success. It was predicted that Ss working under the high-ability norm group would tend to resume the success task in a forced- choice situation, while Ss working under a low-ability norm group would tend to resume the failure task. Resumption choices made by these Ss did not, however, support the predictions. Nearly all Ss chose to resume the task on which they had experienced success. The lack of expected findings in both Studies I and II were discussed in terras of several other possible methodologi cal defects. Perhaps the most plausible explanation of the results centers around the ego-involvement variable; the possibility that Ss were not ego-involved in these two stud ies appears likely. If Ss were not ego-involved, then deriva tions from Atkinson ' s' t heory were not tested in these two studi es. Suggestions for modifications of the present design and for additional research in this area were offered.
Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.
For undergraduate and graduate students in psychology, education, business administration and others.