Expectancy-value Theory Research Articles

Achievement Goals, Perceived Teacher Support, and Mathematics Achievement: The Mediating Role of Academic Disidentification

In a competency-based curriculum (CBC), the development of logical and critical thinking skills in mathematics is essential. As a cornerstone of Science, Technology, Engineering, and Mathematics (STEM), mathematics is pivotal for addressing real-world challenges. However, overall pass rates remain unsatisfactory in Kenyan secondary schools, particularly in Kisii County. This study investigated the mediating role of academic disidentification in the relationship between achievement goals, perceived teacher support, and mathematics achievement. Grounded in the revised 3x2 Achievement Goal Model, Self-Determination Theory, and Expectancy-Value Theory, a correlational design was employed with a random sample of 418 Form Three students from thirty seven schools in Kisii County; Kenya in 2023. Multiple linear regression analysis revealed that academic disidentification partially mediates the relationship among achievement goals, perceived teacher support, and mathematics achievement. School categories differed significantly in avoidance motivation, with co-educational schools exhibiting the highest levels. Based on these findings, the study recommends that mathematics teachers prioritize fostering approach motivation, especially in co-educational schools, to enhance student achievement in mathematics.

A focus group study of students’ expectations of digital onboarding tools in higher education

In higher education, the array of roles performed by digital tools has been increasing rapidly. While some areas of higher education, such as teaching, already employ digital tools, the use of such tools in student onboarding has not yet been thoroughly explored. This study sought to develop a better understanding of student perspectives regarding digital onboarding tools through an investigation that built on the technology acceptance model and expectancy–value theory. The goal was to identify what students expect from digital onboarding tools concerning, for example, content and design. To this end, we examined the data from five focus groups using qualitative content analysis. The results revealed that students expect the design of digital onboarding tools to feature websites that are usable on mobile devices and that such a tool should be readily available for their use independently of time and place. Our study also found that digital onboarding tools can influence students’ motivation to study. The learnings for higher education institutions are that digital onboarding tools should enhance easy information gain and provide opportunities that foster early socialization with fellow students.

Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

ABSTRACT This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.

The implementation of the fee-free secondary education policy in Ukerewe district, Tanzania: Teachers’ points of view on increased classroom workload

The implementation of the fee-free secondary education policy offers significant comprehension into teachers' points of view, particularly regarding workload challenges. Guided by Expectancy-Value Theory, this study explores teachers' points of view on the policy's implementation in the selected government secondary schools in Ukerewe District, Tanzania. A key focus is on whether the government sufficiently considered the increased teacher workload resulting from higher student enrolments. In this article, surveys, non-participant observations, and focus group discussions were utilised to collect first-hand information. This was complemented by documentary reviews for secondary data. Qualitative data were thematically analysed, while quantitative data were processed using descriptive statistics. A five-point Likert scale was also designed to assess three hypothetical statements regarding teachers' points of view on the implementation of the policy. In this study, 90.63% of the teachers considered that their workload had significantly increased due to the surge in student numbers following the policy's implementation. The study concludes that the implementation process was flawed, as the government did not recruit additional teachers to meet the growing demand. The study recommends the government to invest in more educational resources and recruit additional teachers to better accommodate the expanding student population.

Chinese adolescent students’ motivational profiles in English learning: a situated expectancy-value theory approach

Chinese adolescent students’ motivational profiles in English learning: a situated expectancy-value theory approach

Undergraduate persistence in an open-access, online, scientific computing training is influenced by expectancy, value, and cost

During 2020 a free, 3-month long, certificate-granting, online workshop was offered to increase undergraduates’ knowledge, skills, self-efficacy, and interest in observational seismology and scientific computing. Course registrants were comprised of 760 upper-level undergraduates from across science and math majors, representing 60 countries. Performance data revealed 58% of registrants initiated the workshop by completing at least one assignment, and 30% successfully completed the full workshop. These rates were higher than most comparable large-scale, open-access courses. This study explores factors associated with persistence by examining registration, performance, and pre/post survey data through the lens of the expectancy-value theory (EVT). Results indicate that EVT constructs show moderate to weak associations with initiation, including intrinsic (p<.001), utility (p<.001), and attainment value (p=.24), and expectancy (e.g., completion intentions [p<.001], prior computing experience [p<.001], seismology research experience [p=.01], seismology self-efficacy [p=.84]). Two expectancy factors, academic major (p=.050) and prior geophysics coursework (p<.001), showed weak associations with completion. Demographic factors such as race, ethnicity, and gender were not associated with initiation or completion, but primary language showed an association with attainment and intrinsic values. Dissuading factors or costs were also captured through surveys. The few responses from non-completers limited the analysis. However, an examination of acute and accumulated costs suggests they may influence persistence, especially at completion. Based on these results, interventions are proposed to enhance persistence in future workshops. These include increasing motivational messaging, tailoring course structure to mitigate avoidable costs, and where possible, increasing communication to set time and effort expectations and showcase prior participants overcoming costs.

Individual Career Guidance Approach for Science Subject Selection among Public Secondary School Students of Karagwe District, Tanzania

The study investigated how individual career guidance enhances the selection of science subjects among public secondary school students of Karagwe District. Anchored in Expectancy-Value Theory (EVT), the study employed a convergent design within the mixed methods approach. The study targeted 31 heads schools (HSs), 1225 students, and 31 teacher counselors (TCs) in 31 public secondary schools, and one District Education Officer (DSEO). The sample included 120 students, 10 TCs, 10 HSs, and 1 DSEO obtained through simple random, total population, and stratified random sampling techniques. Quantitative data were collected through questionnaires, while qualitative data were collected through interview guides and focus group discussion guides whose validity were made certain by research experts in the field of education. The reliability of .894 was established for students questionnaires based on the Likert-type items using Cronbach's Alpha technique while peer debriefing and triangulation methods were used for qualitative data. The quantitative data were descriptively analyzed with the aid of SPSS version 22 while qualitative data were subjected to a thematic analysis that involved familiarization, coding, topic generation, theme review, theme definition and name, and writing up. Ethical guidelines for research were conformed, which included obtaining approval for the study, seeking informed consent, maintaining confidentiality and anonymity, properly attributing sources, and acknowledging papers According to the study, students in Karagwe District have chosen science subjects differently as a result of receiving individualized career counseling. Students appreciate the significance of one-on-one career counseling sessions in helping them define their interests and aspirations in science subjects. The study revealed further that students can better align their goals and receive tailored support by receiving personalized advice and guidance on science subjects. The study came to the conclusion that individual career counseling is a useful tool since teacher counselors are crucial in helping students receive guidance that could boost their interest in and aspirations for science courses. According to the report, teacher counselors should receive more training so they may proactively identify students who are struggling or unsure about their future career prospects and offer them specialized counseling and support.

The Role of Cost in Predicting Learning Outcomes in Physical Education: An Expectancy–Value–Cost Model

Purpose: While the expectancy–value theory recognizes the significance of cost as an essential component, it has garnered minimal attention in physical education. Utilizing two separate datasets, we explored the degree to which the inclusion of cost in an expectancy–value–cost model could augment its predictive capability. Method: Study 1 utilized a cross-sectional data set (N = 144) to investigate the predictive roles of expectancy belief, task value, and cost on behavioral and emotional engagement. Study 2 employed a longitudinal data set (N = 251) to assess how these variables influenced the hypothetical choice of attending physical education and cardiorespiratory fitness. Results: Cost played a significant role in explaining additional variance, surpassing what could be predicted through expectancy and value. Specifically, cost emerged as a crucial factor in predicting emotional engagement, hypothetical choice, and cardiorespiratory fitness. Conclusion: Incorporating cost as an independent construct can yield valuable supplementary insights into the determinants of students’ learning.

A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments

Teaching presence is a key factor affecting student engagement, yet scant research has examined the uniquely longitudinal effect of teaching presence on student engagement. This study, guided by the the processual, situated, and directional lens of Situated Expectancy-Value Theory (SEVT), employed longitudinal structural equation modeling to analyze data from 258 undergraduate students at a Chinese university, investigating how initial teaching presence influenced subsequent motivational constructs (self-efficacy and course value) and student engagement in blended learning environments. Our findings longitudinally revealed there was an evolving and complex interplay among these constructs. Teaching presence demonstrated a sustained autoregressive effect of itself. Meanwhile, teaching presence acted as a situated catalyst that not only affected student engagement during the observation period but also later perceptions of course value and self-efficacy, which in turn increased student engagement levels at the end of the semester. Furthermore, while self-efficacy and course value mediated the relationship between teaching presence and student engagement, the mediating effect of course value was more pronounced. Additionally, the directionality of predicting relationships, revealing a predominant influence from teaching presence to student engagement, rather than a reciprocal relationship. This research underscores the importance of instructional strategies prioritizing a robust teaching presence to initiate a cycle of positive student engagement in blended learning environments. By understanding the longitudinal effects of teaching presence, educators can develop more effective approaches to enhance student engagement and learning outcomes.

학습상황에서 학습자가 지각하는 유용가치의 정의와 하위유형, 역할에 관한 문헌연구

Purpose: As the perceived utility value among learners in educational settings varies widely, research on diverse types of utility value has been conducted in a disorganized manner with various criteria. In this study the definition, subtypes, and roles of utility value were examined, and necessary research problems were suggested for the future. Methods: The definitions related to utility value defined in various theories and studies were summarized theoretically. Next, by reviewing the detailed types of utility value, the subtypes of utility value in the learning situation of adolescents were summarized. Finally, the role of utility value was summarized based on previous studies. Results: The concept similar to the utility value in the expectancy-value theory includes instrumentality in future time perspective theory and identified regulation in self-determination theory and relatedness in interest theory. In this study, the concept of utility value from four theories was concretized. The specific types of utility value were categorized according to life domains, goal timepoint, performancecontingency, instrumentality, achievement goals, and the subject involved. The variables examining the relationship with useful value are mainly composed of motivation, achievement, and behavior. Conclusion: Utility value can be further divided into subtypes based on critiria such as purpose or domain of usefullness. Additionally, these subtypes of utility value may exhibit distinctive characteristics. Therefore, this study suggests that future research should distinguish and measure each subtype, and investigate how students' learning varies according to the different subtypes of utility value.

Students’ participation in transnational higher education: motivations for choosing a short-term study abroad programme

ABSTRACT Short-term study abroad programmes are increasingly recognised as pivotal components of transnational higher education and increasing in prominence across university landscapes. However, the scholarly discourse predominantly focuses on long-term study abroad experiences, and needs more research concerning short-term engagements. This study seeks to address this by exploring students’ motivations – a critical element of transnational educational exchanges – for participating in a short-term Sino-Canadian study abroad programme. Employing expectancy-value theory, the research utilises a mixed-methods approach, including interviews, observations, and summative reports, conducted before, during, and after the programme to assess the participants’ expectations and perceived values. The findings reveal a compensatory relationship between expectancy and value, as well as between value and cost, which significantly influences student participation decisions. This study underscores the implications of these dynamics within the broader context of transnational higher education, aiming to enhance programme design and improve participant experiences in short-term study abroad settings.

What Drives Early Childhood Providers to Increase Quality? Using Expectancy-Value Theory to Understand Providers’ Motivations and Challenges in Quality Rating and Improvement Systems

ABSTRACT Research Findings: Quality Rating and Improvement Systems (QRIS) are operated with an assumption that early childhood education (ECE) providers will participate and increase quality to get more recognition and enrollment. However, few studies have examined whether and why ECE providers are motivated to increase quality in a QRIS. We explored ECE providers’ motivations and challenges in a QRIS using Expectancy-Value Theory (EVT). Phone interview data with 56 ECE providers participating in one U.S. state’s QRIS and 4 non-participants were analyzed using Applied Thematic Analysis. Results showed that ECE providers have different levels of perceived competence, values, and cost, which may be associated with whether they are motivated or discouraged to increase quality in a QRIS and whether they participate in a QRIS. Practice or Policy: The components of EVT can be useful to understand and interpret ECE providers’ motivation for participation in a QRIS. Examining ECE providers’ motivation can help QRISs tailor support for providers’ different needs, values, and challenges. We suggest that future research examine how ECE providers’ motivation across individual- and program-level factors may impact their decisions to improve quality in a QRIS. We also highlight the importance of examining ECE providers’ motivation, experiences, and perceptions for QRIS to support their efforts to improve quality more efficiently.

Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study

BackgroundStudent engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research. AimThis study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context. SampleData were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam. MethodRandom intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa. ResultL2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester. ConclusionFindings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles & Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, & Degol, 2020).

Understanding the relationship between competitive climates and reading achievement in East Asia: a situated expectancy-value theory perspective

ABSTRACT Competitive climates have been found to be critical for language learning. However, most of these studies primarily focused on examining the direct association between competitive climates and language performance. Little attention has been given to exploring how competitive climates interplay with motivational beliefs in influencing language learning, especially in the Confucian culture. To address these gaps, this study aimed to investigate how expectancy-value beliefs mediated the relationship between competitive climates and reading achievement in East Asian regions. The study utilized data from the Programme for International Student Assessment (PISA) 2018, with 41,872 participants from six East Asian regions, including Chinese Taipei, Hong Kong, Macao, Japan, Korea, and Mainland China. The results revealed that competitive climates could enhance students’ reading achievement by fostering expectancy and value beliefs, demonstrating the positive influence of competitive climates on reading achievement within East Asian regions. The theoretical and practical implications are discussed.

A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions. Educational relevance and implications statementThis study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities.

Predictors of university students’ intentions to enroll in computer programming courses: a mixed-method investigation

Students in technology majors such as Computer Science and Information Technology need to take a series of computer programming courses to graduate. Yet, not all students will persist in taking programming courses as required, and little is known about the factors influencing their enrollment intentions. Research is needed to better understand which factors predict students’ enrollment intentions for programming courses. Based on Expectancy-Value Theory, we surveyed three hundred university students in China to measure their intentions of enrolling in future programming courses and factors influencing their enrollment intentions. Mediated Multiple Indicators Multiple Causes models were run to identify the relationships between these factors and enrollment intentions. Expectancies, intrinsic value, attainment value, and utility value of the courses directly predict enrollment intentions. Peer comparison, quality of teaching, and programming experiences were found to influence enrollment intentions through expectancies and values indirectly. No gender difference was found in expectancies and enrollment intentions. Qualitative data analysis confirmed the findings from the quantitative data analysis and further revealed that course difficulty is another major factor influencing enrollment intentions. These findings have implications for supporting students' expectancies and values in computer programming and curriculum design.

Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation.

While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner. Although TMT is supported by empirical studies with self-reported academic procrastination, it has not been tested on actual achievement-motivated behaviour. We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self-regulated examination preparation for statistics over the course of one semester using logfile data of an e-learning system. The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement-motivated behaviour significantly. Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association. The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account.

The Impact of Medical Care Provision on Teacher Welfare and Performance in Public Secondary Schools: A Case Study of Sheema Municipality, Uganda

This study investigates the relationship between the provision of medical care for teachers and their overall welfare and performance in public secondary schools within Sheema Municipality, Uganda. Teacher welfare, particularly medical benefits, is increasingly recognized as a critical factor in enhancing job satisfaction and effectiveness. Using a mixed-methods approach, the research explores how access to quality healthcare affects key performance indicators, such as attendance, time management, and class participation. The theoretical framework for this study integrates Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs to highlight the essential role of healthcare in addressing basic needs and improving job satisfaction. The research concluded that the majority 64.4% of the teachers were in disagreement that schools always provide first aid to teachers whereas a minority 13.7% were in agreement. Findings suggest that access to medical care can significantly reduce teacher absenteeism, boost morale, and enhance engagement in professional duties, thereby positively impacting student outcomes. The results underline the importance of targeted welfare interventions to support teachers’ health, thereby contributing to broader educational goals and community development. Keywords: Medical care, Teacher Welfare, Teacher performance, Secondary Schools, Uganda

The Impact of School Meal Provision on Teachers’ Performance and Students’ Academic Achievement in Sheema Municipality, Uganda

This study examines the impact of meal provision on both student academic performance and teacher welfare in public secondary schools in Sheema Municipality, Uganda. Grounded in motivational theories such as Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs, the research highlights the critical role of proper nutrition in supporting cognitive development and student concentration. Additionally, the study explores the effects of meal provision on teacher motivation and performance, finding that the availability of meals contributes significantly to teacher well-being and job satisfaction, which in turn enhances educational outcomes. The research employs a mixed-methods approach, utilizing both qualitative and quantitative data from eight schools. Key findings indicate that schools face challenges in consistently providing nutritious meals due to financial constraints, exacerbating educational inequalities. A mean value of 4.3 on a 5-point Likert scale indicates broad agreement on the positive influence of meal provision on teacher welfare and student performance. The study recommends policy changes aimed at improving school meal programs by addressing financial and logistical barriers. These interventions are vital for promoting enhanced academic outcomes and the overall well-being of students and teachers in Sheema Municipality. Keywords: School meal provision, Teacher welfare, Academic performance, Nutrition in education, Sheema Municipality, Uganda

The role of study and leisure values in students’ decisions in study-leisure conflicts: A latent difference score model

Students often face decisions between academic and leisure activities, especially when they have academic activities that need to be completed but are disturbed by leisure activities at the same time. The relative strength of study and leisure values has been theorized to be related to students' decisions in study-leisure conflicts, yet previous studies have focused mainly on the role of the absolute strength of study or leisure values. This study aims to test the relationship between the relative strength of study and leisure values and early adolescent students' decisions in study-leisure conflicts and systematically consider multiple value components defined in expectancy-value theory. Data were collected from 2564 Chinese seventh graders and analysed by latent difference score modelling. The results showed that students with higher study interest value, higher study attainment value, higher study utility value, or lower study cost relative to leisure value components tended to choose academic activities in study-leisure conflicts. Moreover, when considering the four value components simultaneously, the relative strength of study and leisure attainment values had the strongest effect on decisions in study-leisure conflicts. These findings provide a new perspective and new evidence for the relationship between students' study and leisure values and decisions in study-leisure conflicts.