Using expectancy-value theory to understand academic self-control

Abstract

We applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students (Ntotal = 2620), subjective values, but not expectancy beliefs, predicted motivation and behavior toward academic activities over alternative activities. Moreover, results showed that intrinsic value was a stronger incremental predictor of academic self-control compared to utility value. Study 1 used experience sampling and showed that momentary perceptions of intrinsic value were more strongly associated with motivational conflict during engagement in academic activities compared to perceptions of utility value. Study 2 used daily diaries and demonstrated that intrinsic value predicted greater self-control for homework over 14 days. Study 3 was a longitudinal study that showed the proposed framework generalized across math and science: Compared to utility value, intrinsic value of math and science were more strongly associated with academic self-control in each subject. Collectively, results suggest that enhancing enjoyment of academics may encourage greater self-control.