Expectancy-value Theory

Expectancy–value theory finds applications in various fields, including education, health, communication, marketing, and economics. While its interpretations and implications may differ across these fields, the central concept remains constant: the interplay between expectations and values or beliefs significantly influences subsequent behavior. This article will explain the various elements which expectancy-value theory is based on before giving practical advice for teachers who wish to incorporate this theory into their practice.

Motivation

Motivation is a complex construct influenced by multiple factors. In the field of education, these factors might include: students’ goals, interests, self-efficacy, and self-determination. These varying determiners coalesce into two fundamental sources of motivation: the expectation of success and the value attributed to a particular goal, and this framework is often referred to as the expectancy-value model of motivation, represented mathematically as:

expectancy * value = motivation

Crucially, the relationship between expectation and value is not additive but rather multiplicative. In other words, to experience motivation, an individual must possess both a reasonable expectation of success and a positive valuation of the task at hand. If one has high expectations of success but assigns zero value to the task, motivation will not arise. Similarly, valuing a task highly while having no expectation of success will also result in a lack of motivation to engage in the task (2).

Expectancy

In expectancy-value theory, two crucial indicators of achievement behaviors are expectancies for success and task value beliefs. Expectancies for success relate to students’ convictions regarding their prospects of performing well in an impending task. The more students anticipate success, the stronger their motivation to actively engage with it (1).

Ability beliefs, on the other hand, revolve around students’ assessments of their current proficiency in a specific task. This aspect focuses on evaluating one’s present competence. In contrast, expectancies for success are oriented towards gauging future potential. This distinction underscores the significance of separating our perceptions of current abilities from our expectations of future success (7).

This multifaceted interplay between motivation, expectation, and competence assessment underlines the complexity of human behavior and underscores the usefulness of expectancy-value theory in explaining these intricate dynamics.

Value

Task value holds a crucial role in driving our motivation. It serves as the answer to a fundamental question: ‘What motivates me to invest my time and effort in this task?’ This concept involves four distinct facets which drive our decisions.

1. Firstly, intrinsic value represents the satisfaction we derive from performing tasks that genuinely interest and engage us. When students find a task inherently enjoyable, their motivation to actively participate in it naturally increases.
2. Secondly, attainment value emphasizes the importance of performing well on a task. When tasks are perceived as vehicles for demonstrating our capabilities and aligning with essential aspects of our identity, they take on added significance. Achieving success in such tasks becomes a way to express our competence and values, serving as a powerful motivator.
3. Next, utility value is another dimension of task value, focusing on the belief that a particular task serves a purpose in the context of our future goals. For instance, learning a new language may be viewed as valuable because it opens doors to job opportunities in a specific region. Utility value can bridge the gap between the immediate task and any broader, long-term objectives students have.
4. Lastly, we should consider the cost associated with a task. Cost encompasses what we must sacrifice or the level of effort required to complete a task. When the perceived cost becomes excessively high, such as having to reduce working hours at a part-time job to accommodate an additional course of study, students may be less inclined to engage in the task due to the trade-offs involved (3).

Appreciating these various aspects of task value provides insights into the intricate relationship between motivation and task selection. By understanding the joy of intrinsic interest, the significance of personal achievement, the utility of future gains, and the practical implications of costs, individuals can make more informed decisions about how to allocate their precious time and energy effectively.

Suggestions for Improved Practice

1. Expectancy:

If you are a teacher aiming to enhance your students’ expectancy for success, it’s essential to first gauge your students’ existing knowledge and skills before jumping into a new learning activity. This initial assessment helps ensure that the tasks set are appropriately challenging and match students’ abilities. Starting with incorrect assumptions about students’ skills can lead to overly difficult tasks, resulting in decreased levels of success and motivation (6).

Furthermore, educators should create opportunities for students to experience achievement and develop self-efficacy. Scaffolded guidance and constructive feedback that aligns with realistic expectations can help with this, empowering students and enabling them to approach tasks with confidence and motivation.

2. Attainment Value:

Where possible, it’s good to remind students of a task’s relevance to their identity and future aspirations. For example, by linking the task to students’ broader goals, such as gaining their dream future job, teachers can amplify students’ motivation and commitment (5).

3. Intrinsic Value:

Offering students choices in how they complete class assignments can provide a sense of autonomy and ownership. Additionally, incorporating activities that resonate with students’ interests and preferences can make the learning experience more enjoyable and engaging.

4. Utility Value:

It can be beneficial to increase students’ perception of a task’s real-world relevance. Creating a connection between classroom activities and their practical applications outside of class can enhance students’ understanding of the task’s value and impact.

5. Cost:

As mentioned previously, student motivation and success can be negatively affected if the ‘cost’ of engagement is considered too high. To help with this, educators can explain how life often requires individuals to make sacrifices or face challenges to attain certain goals. This understanding helps students appreciate the trade-offs involved in pursuing their aspirations, providing valuable context for their efforts (4).

Conclusion

In conclusion, numerous studies confirm that students’ expectancies for success and subjective task values positively impact their achievement behaviors and outcomes. For instance, college students’ perceived competence consistently predicts performance, while a task’s perceived utility relates to future enrollment intentions. These associations remain consistent across different learning environments. Therefore, with some planning, educators can apply these insights to enhance student motivation and improve academic outcomes.

References:

1. Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. Handbook of motivation at school, 2, 55-74.
2. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational psychology review, 6, 49-78.
3. Wigfield, A., & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. In The decade ahead: Theoretical perspectives on motivation and achievement (pp. 35-70). Emerald Group Publishing Limited.
4. Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary educational psychology, 61, 101859.
5. Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. Big theories revisited, 4, 165-198.
6. Pekrun, R. (2019). Expectancy–value theory of anxiety: Overview and implications. Anxiety, 23-42.
7. Eccles, J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco, CA: W. H. Freeman.