Cross-cultural generalizability of expectancy-value theory in reading: A multilevel analysis across 80 societies

Expectancy-value theory (EVT) positing that expectancy of success (e.g., self-concept) and task values (e.g., intrinsic value) jointly predict individual’s outcome-related performance has been widely used to explain students’ motivational process worldwide. However, cross-national generalizability of EVT in reading domains has been less studied. This study examines the relation of reading self-concept (i.e., perception of competence and perception of difficulty) and intrinsic value to reading achievement and reading amount, and tests the generalizability of the relation across different cultures. Hierarchical linear models were used to analyze nationally representative samples from 80 countries/regions. The results showed that perception of competence positively predicted both reading achievement and reading amount. Perception of difficulty had a significant negative association with reading achievement only and not with reading amount. In addition, intrinsic value positively predicted reading achievement and reading amount. More importantly, the result patterns generalized well across different cultures, which indicates that no matter where students live and learn, EVT acts as a powerful framework to explain student motivational process and achievement-related outcomes in reading.