To address the seven guiding questions posed for authors of articles in this special issue, we begin by discussing the development (in the late 1970s-early 1980s) of Eccles’ expectancy-value theory of achievement choice (EEVT), a theory developed to explain the cultural phenomenon of why girls were less likely to participate in STEM courses and careers. We then discuss how we tested key predictions from the theory, notably how expectancies and values relate to achievement choices and performance and how socialization practices at home and in school influence them. Next, we discuss three main refinements: addressing developmental aspects of the theory, refining construct definitions, and renaming the theory situated expectancy value theory. We discuss reasons for that change, and their implications. To illustrate the theory’s practicality, we discuss intervention projects based in the model, and what next steps should be in SEVT-based intervention research. We close with suggestions for future research, emphasizing attaining consensus on how to measure the central constructs, expanding the model to capture better motivation of diverse groups, and the challenges of testing the increasingly complex predictions stemming from the model. Throughout the manuscript, we make suggestions for early career researchers to provide guidance for their own development of theories.

为了解决本期特刊文章作者提出的七个指导性问题，我们首先讨论埃克尔斯成就选择期望值理论 (EEVT) 的发展（1970 年代末至 1980 年代初），该理论旨在解释为什么女孩不太可能参加 STEM 课程和职业的文化现象。然后，我们讨论如何测试该理论的关键预测，特别是期望和价值观如何与成就选择和表现相关，以及家庭和学校的社会化实践如何影响它们。接下来，我们讨论三个主要的改进：解决理论的发展方面、改进构造定义以及重新命名理论情境期望值理论。我们讨论这一变化的原因及其影响。为了说明该理论的实用性，我们讨论了基于该模型的干预项目，以及基于 SEVT 的干预研究的后续步骤。我们最后提出了对未来研究的建议，强调就如何衡量中心结构达成共识，扩展模型以更好地捕捉不同群体的动机，以及测试模型所产生的日益复杂的预测所面临的挑战。在整个手稿中，我们为早期职业研究人员提出建议，为他们自己的理论发展提供指导。