Expectancy-value Theory Research Articles

Connecting the dots: the interplay between individual and environmental factors on learning engagement and student performance via goal orientation

Purpose This paper aims to examine the indirect impact of both individual and institutional factors on learning engagement through the mediating role of goal orientation. Moreover, expectancy-value theory (EVT) is adopted to provide a holistic approach of identifying the antecedents of learning engagement. Furthermore, this paper aims to identify the indirect impact of online collaborative learning tools on student learning performance via learning engagement. Design/methodology/approach Two studies were conducted. Study 1 collected survey data from 249 undergraduate students in one of the higher educational institutions in Hong Kong and Study 2 collected survey data from 164 undergraduate students in China. Partial least squares structural equation modelling by using SmartPLS 3.0 software was adopted to analyse the data collected in the two studies. Findings The results found that both individual (computer/internet self-efficacy and online communication self-efficacy) and institutional academic support had indirect relationships with behavioural, emotional and cognitive engagement via goal orientations. Furthermore, this study found that online collaborative learning tools also have an indirect effect on student learning performance via learning engagement. Theoretical and practical implications were provided based on these findings. Originality/value The COVID-19 pandemic has forced all students to attend online lessons. However, existing research has limited knowledge about online learning engagement and the application of EVT to the online learning environment.

Youth civic engagement in Almaty: unpacking motivations, concerns and perceived trade-offs

ABSTRACT Notwithstanding a growing focus on civic engagement in Kazakhstan, there is a shortage of information regarding its connection with the younger generation. This study examines youth civic engagement in Almaty through the analysis of survey data in the framework of self-determination theory (SDT) and expectancy-value theory (EVT). The main goal is to understand the motivations, concerns and perceived advantages/disadvantages of young Kazakhstanis involved in civic initiatives. Results show that youth are active in civic life to learn new skills, enhance their communities and fulfil their moral obligations. Civic involvement is also thought to improve knowledge and abilities and make new acquaintances. Instead, time and information constraints hamper young civic engagement. The most significant downsides are civic activity’s psychological, physical and temporal demands. By identifying the aspects that should be given priority to encourage and empower young adults in civic participation, this study might contribute to youth policy development in Kazakhstan.

Understanding determinants of student behavioral intention in Singapore’s AI education: insights from the situated expectancy-value theory

ABSTRACT Recent research in AI education has investigated motivational factors that influence students’ learning intentions and experiences. However, prior studies often combined these factors into a single construct, without differentiating the multi-dimensional facets of value beliefs. Given that each dimension of task value beliefs and cost perceptions independently predicts students’ performance and choices rather than a cumulative effect, the distinction could help researchers to gain a better understanding of motivation mechanism, which in turn, helps educators to design more effective and engaging AI courses that better align with students’ needs and expectations. Guided by situated expectancy-value theory (SEVT) and the theory of planned behavior (TPB), this study investigated the role of supportive environment and expectancy-value-cost beliefs in shaping university students’ behavioral intention in AI education. A total of 609 university students participated in this study. The findings highlighted the significant role of expectancy-value beliefs in motivating students’ intention to learn and use AI. While effort cost negatively affected this intention, emotional cost positively influenced intention to acquire AI knowledge. Additionally, background factors were identified that interact with expectancy-value-cost beliefs to impact behavioral intention. This study provides both theoretical and practical implications for AI education.

Exploring AI Literacy Through the Expectancy-Value Framework: A Mixed-Methods Study of Chinese High School Students

Artificial intelligence is important because it has the potential to influence every aspect of our daily lives. From solving problems to creating new opportunities, artificial intelligence will be a huge part of the future society. This study aims to explore Chinese high school students AI literacy from the four dimensions: awareness, usage, evaluation, and ethics by using the expectancy-value theory. A mixed-methods approach was employed, including surveys of 478 students to assess their understanding of artificial intelligence and how much they know about it, along with qualitative interviews to explore specific suggestions towards the improvement of AI courses in school and AI applications in their schoolwork. Quantitative findings revealed that there are significant differences in the four dimensions of AI literacy that are: ethics, awareness, usage, and evaluation with tenth grade students showing higher scores. Students AI literacy was influenced by their expectancy and value beliefs. There is no significant difference between school types for awareness, evaluation, usage but ethics. These findings highlight the impact of AI-related resources on students ethical perceptions. The structural equation modelling revealed the hypothesized model is a good representation of the data. Then the multi group equation modelling revealed the hypothesized model fits well across groups. Here, the groups mean students who participated in AI clubs or not. Qualitative themes highlighted the benefits of AI in enhancing productivity and learning, challenges in evaluating AI-generated information, ethical concerns about artificial intelligence usage, as well as the desire for more support and education to enhance AI literacy. The study emphasizes the importance of integrating AI literacy education into school curricula to enhance students' understanding and practical application of AI.

The Teacher Beliefs About Independent Reading Opportunity Scale: A Validation Study

Independent reading proficiency is essential for literacy development, academic success, and societal engagement. Teachers’ beliefs shape instructional practices and influence the extent to which students are provided opportunities to read independently during the school day. However, empirical research has provided limited insights into how teachers’ motivational beliefs specifically influence these opportunities. To address this gap, we introduce the Teacher Beliefs-Independent Reading Opportunity Scale (TB-IROS), an instrument grounded in expectancy-value theory. Using a sample of 4th- 8th grade teachers, this study details the development and initial validation of the scale, providing evidence of its reliability and utility. The TB-IROS offers a valuable tool for researchers and practitioners seeking to understand and address the factors influencing students’ access to independent reading opportunities. Insights from the TB-IROS can inform professional development efforts, guide leadership practices, and support targeted interventions to promote independent reading engagement and achievement among students.

Reality is in the eye of the beholder: From young players’ interpretations of their parents to how they perceive their own competence and the value of sport

The expectancy-value theory posits that expectations of success and the value placed on a task are critical determinants of motivation and learning. This study explored the relationships between perceptions of the parental motivational climate, perceptions of competence (self-perceptions and parental reflected appraisals), and the value attributed to sport. 643 male athletes (aged 10-16) from various team sports completed a questionnaire assessing these variables. Correlational analyses, including Pearson and canonical correlations, indicated that both parents’ reflected appraisals and a motivational climate emphasizing learning and enjoyment were positively associated with higher perceived competence and greater value attributed to sport. Hierarchical regression analyses further revealed that higher reflected appraisals (from both parents) and a less mistakes-focused climate from fathers - but a more error-focused climate from mothers - predicted greater perceived competence. Similarly, fathers’ emphasis on learning and enjoyment and high levels of reflected appraisals from both parents predicted the value attributed to sport. These findings underscore the impact of perceived parental behaviors, suggesting that reflected appraisals and specific parental motivational approaches significantly shape young athletes’ perceived competence and the value they attribute to the sport.

A workbook and assessment scheme implemented for engineering students with an aim of increasing their motivation for mathematics

ABSTRACT This article reports on a small-scale study, investigating engineering students' motivation to engage with mathematics through a workbook and assessment scheme (WAS). The study analysed anonymous responses to a questionnaire from all 181 students in a mathematics course, using Situated Expectancy Value Theory (SEVT) and thematic analysis. The research question was ‘How does the task-organization influence the students' engagement with the mathematics content and how is this engagement related to motivational values?'. Findings revealed three thematic aspects: intrinsic values as adoption to self, attainment values as outcomes and cost values as challenges. The course implementation was less successful than anticipated, and we discuss this considering research and our experiences. We recommend that WAS must be supported by adjusting the teaching style and with the students’ maturity taken into account.

Correction: Characterization of Spatial Distribution and Source Contribution of Acidic/Basic Aerosols in Microenvironment Using Expected Value Theory

Correction: Characterization of Spatial Distribution and Source Contribution of Acidic/Basic Aerosols in Microenvironment Using Expected Value Theory

Business management teachers’ teaching expectancy beliefs about curriculum implementation: application of expectancy-value theory

Teachers’ expectancy beliefs are strong predictors of successful curriculum implementation. Drawing from the expectancy-value theory (EVT) of achievement motivation, this study assessed teaching expectancy beliefs in curriculum implementation among Business Management teachers (BMTs). A quantitative research design involved 125 BMTs from 89 senior high schools (SHS) in the Western Region of Ghana. The data gathered was processed via SPSS version 27.0 and analysed using frequency, percentage, independent samples t-test, One-way ANOVA and multivariate linear regression. This study revealed that BMTs have high teaching expectancy beliefs about curriculum implementation. The BMTs demonstrated high teaching expectancy beliefs in instructional strategies (EIS), classroom management (ECM), and student engagement (ESE) regarding curriculum implementation. Teachers’ gender was significantly related to teaching expectancy beliefs in curriculum implementation. Male BMTs had higher teaching expectancy beliefs in curriculum implementation than female BMTs. There was no statistically significant difference in BMTs’ teaching expectancy beliefs regarding curriculum implementation based on age, qualification, and teaching experience. The theoretical and practical implications of the research findings are also discussed.

THE INFLUENCE OF DELEGATIVE LEADERSHIP AND TEACHER PERFORMANCE ON STUDENT ACHIEVEMENT THROUGH THE MERDEKA BELAJAR POLICY IN JEMBER ELEMENTARY SCHOOLS

This study investigates the influence of delegative leadership and teacher performance on student achievement in the context of Jember Regency's elementary schools, with the Merdeka Belajar (Freedom to Learn) policy as a mediating variable. Utilizing a quantitative approach, data were collected from 289 schools using questionnaires and analyzed through Partial Least Squares (PLS) with WarpPLS software. The findings reveal significant direct effects of delegative leadership and teacher performance on both the implementation of the Merdeka Belajar policy and student achievement. Furthermore, the Merdeka Belajar policy mediates the relationships between delegative leadership, teacher performance, and student achievement. This research integrates the Expectancy-Value Theory and Multi-Level Perspective framework, providing a novel understanding of the dynamics between leadership, teacher performance, policy implementation, and educational outcomes. The results emphasize the critical role of leadership empowerment, teacher development, and effective policy implementation in improving educational quality and student outcomes. These insights offer valuable implications for future educational strategies and policy development in Indonesia.

Are Competence Beliefs or Value Beliefs More Important for STEM Career Aspirations?-Longitudinal Mediation Analyses Based on Recent Modeling Approaches Show Different Results.

There is a consensus in situated expectancy-value theory research that value beliefs better predict career aspirations and choices than competence beliefs and thus should be the main target of interventions aimed to motivate youth for STEM (science, technology, engineering, math) careers. However, research on the longer-term causal effects of the two constructs and their indirect effects is missing. The latter is relevant since competence beliefs seem to influence value beliefs but less the other way around. The present study investigated such longer-term effects and the underlying indirect effects in a sample of 690 students from Germany (52.6% girls; M (T1) = 15.26 years, SD = 0.68) over three measurement points from the middle of Grade 9 to the middle of Grade 10. For these purposes, two recent models with improved properties for identifying causal effects, the random intercept cross-lagged panel model (RI-CLPM) and the dynamic panel model, as well as the traditional CLPM were applied. Final analyses were based on the RI-CLPM, and the results were compared to the traditional CLPM. Both models found the expected tendency of higher effects of STEM value beliefs on STEM career aspirations from one time point to the next. However, regarding the longer-term total effects, the analysis based on the RI-CLPM found a slight tendency for larger effects of competence beliefs, including an indirect effect of competence beliefs via value beliefs. These findings indicate that the competence beliefs of youth should not be underestimated in developing interventions for career aspirations and choices.

Demotivation in English learning of Chinese medical students: Insights from situated expectancy-value theory.

Demotivation in English learning of Chinese medical students: Insights from situated expectancy-value theory.

‘We feel like we’re making a significant impact’: teachers’ subjective task value in sex and sexuality education

ABSTRACT Sexuality education is necessary for promoting healthy sexual relationships. Accordingly, it is being integrated into school curricula in many countries. Teachers and educators are expected to teach sexuality education in their classrooms, but often face personal, social, professional, and organisational difficulties. Several programmes have been developed to mitigate these challenges, but their success is limited. In this paper, we utilise situated expectancy-value theory to analyse the expectancy-for-success and subjective-task-value of sexuality education. According to situated expectancy-value theory, subjective-task-value is the main predictor of choice to participate in or avoid tasks, and therefore we argue that to increase the provision of sexuality education in the school system, it is not enough to lower barriers, it is also essential to enhance teachers’ willingness to teach sexuality education. In this study, we interviewed 23 teachers regarding their perceptions of value in teaching sexuality education. Findings reveal new insights into the personal and professional value teachers see in sexuality education, including personal interest; self-development; the desire to build trust and strengthen connections with students; and a sense of imparting essential information. These factors can be utilised to better design initial and continuing education for sexuality education teachers.

Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success

This study examines the impact of e-learning platforms on programming education at Al-Baha University, focusing on student motivations, perceptions, and academic performance. A quantitative approach was employed with 100 diploma-level IT students, divided into an Experimental Group that utilized e-learning resources and a Non-experimental Group that followed traditional teaching methods. Pre- and post-experiment questionnaires evaluated attitudes, preferences, and programming proficiency. Results revealed a significant enhancement in the Experimental Group's perceptions of e-learning, with a 20-point increase in programming test scores compared to an 8-point increase in the Non-experimental Group (p < 0.05). Correlation analysis demonstrated a positive relationship (0.5460, p = 0.0000000013) between e-learning usage and academic performance, indicating that active engagement substantially improves outcomes. These findings align with Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), emphasizing how autonomy and perceived value contribute to intrinsic motivation and academic success. This research underscores the effectiveness of e-learning in fostering student engagement and programming proficiency, advocating for the integration of digital resources into educational curricula. By identifying key factors that influence e-learning adoption, this study offers valuable insights for optimizing digital learning environments. In the final analysis, it contributes to a deeper understanding of e-learning's role in programming education and highlights areas for future research to address challenges in its implementation.

Influence of Gender Roles on Career Choices in Kenya

Purpose: The aim of the study was to analyze the influence of gender roles on career choices in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Traditional gender roles in Kenya steer men toward fields like engineering and leadership, while women gravitate toward caregiving roles such as teaching. Societal norms and limited access to education, especially in rural areas, reinforce these stereotypes. A 2021 study found 70% of participants felt gender expectations shaped their career paths. Efforts like STEM programs for girls are challenging these norms, but progress is slow. Achieving equitable career opportunities requires breaking these stereotypes and promoting choice based on ability and interest. Unique Contribution to Theory, Practice and Policy: Social role theory, gender schema theory & expectancy-value theory may be used to anchor future studies on analyze the influence of gender roles on career choices in Kenya. Practically, educational institutions must implement gender-neutral career counseling programs that provide all students with equal opportunities to explore a wide range of career options, irrespective of their gender. Policy interventions should focus on addressing systemic gender inequalities in the workforce

Revolutionizing Motivation in Art and Design Education: The Role of Teacher Autonomy Support and Digital Learning Tools

This study explores the role of teacher autonomy support and digital learning tools in improving the motivation of art and design students, filling a gap in the research on student motivation in specific disciplines. Traditional teaching models are usually centered on teacher-instruction, which does not meet the requirements of art education that is dominated by academic autonomy and centered on creativity, resulting in the same output results and weakened students’ intrinsic learning motivation. Drawing on self-determination theory and expectancy-value theory, this study gradually enhances autonomy through Socratic questioning and staged creative decision-making; integrating digital tools to promote hybrid artistic expression. The results highlight the synergy of autonomous learning structure and cultural adaptation digitization in technology mastery and innovative creation.

Expectancy value theory's contribution to unpacking the black box of motivation.

Although in basic agreement with Murayama and Jach's call for greater attention to the black boxes underlying motivated behavior, we provide examples of our published suggestions regarding how subjective task value (and ability self-concepts) "gets into people's knowledge structures." We suggest additional mental computational processes to investigate and call for a developmental and situated individual differences approach to this work.

How Does The Motive of Migration Impact Migrants? The Perspective of Subjective Well-Being

This study integrates expectancy-value theory and subjective well-being perspectives. It aims to explore variations in motivations for migration that typically result in diverse impacts on subjective well-being. This study employs the difference-in-differences method, using the Indonesian Family Life Survey (IFLS) panel data from 2007 and 2014. The results show that risk-coping migration makes migrants feel somewhat less optimistic about their future and find it challenging to fulfill their daily needs. However, they found meeting their children’s needs easier and were happier at their destination. Migrants who moved because of investment initially felt optimistic about their future. However, they found it challenging to meet their living and family needs and did not feel happy at their destination. Conversely, migrants who moved for family reasons appeared more optimistic, able to meet their needs, and happier. These findings underscore the importance of understanding migration motives to better support migrant well-being.

Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate

Interdisciplinary Group Work (IGW) is increasingly being adopted in higher education settings to foster interdisciplinary competencies among students. The effectiveness of IGW hinges largely on the quality of student interactions across different disciplines. Understanding how students interact in IGW, along with the role of institutions and educators in facilitating such interaction, is crucial for enhancing interdisciplinary education quality. This study responds to the need for integrated research that considers both individual and environmental factors, employing Expectancy-Value Theory to assess perceived task value and constructing the notion of perceived teacher-initiated diversity climate as an environmental factor. It specifically examines the interactive influence of perceived benefits and costs on interdisciplinary interactions within group work and examines the impacts of perceived teacher-initiated diversity climate in boosting student’s perceptions and interactions in IGW contexts. Data collected from 108 third-year undergraduate students participating in team-based interdisciplinary programs reveals that positive perceptions of diversity significantly enhance interdisciplinary interactions, while perceived costs detract from them. It also shows that the challenges of interdisciplinarity do not substantially diminish students’ willingness to learn from various disciplinary perspectives. Importantly, perceived teacher-initiated diversity climate is related to greater positive perceptions in IGW, thereby improving interdisciplinary interaction. The paper concludes with suggestions for teachers and educational institutions on optimizing interdisciplinary education.

Motivating user engagement in online health Q&A communities: do contingent financial incentives matter?

PurposeUser engagement is critical for online health Q&A communities. Financial incentives, which vary across different communities and reward schemes, are expected to motivate such contribution behaviors. Even though financial incentives have been extensively examined in prior studies, the impact of newly designed contingent financial incentives of a new pay-for-answer reward scheme has not been empirically examined in any online health Q&A community. Given this research gap, our study aims to perform an exploratory investigation of the effects of contingent financial incentives on user engagement in terms of knowledge contribution and social interactions.Design/methodology/approachBased on expectancy-value theory and equity theory, a research model was developed to reflect the influences of contingent financial incentives on user engagement. A unique dataset was gathered from a large online health Q&A community utilizing this contingent financial incentive reward structure, and the Heckman selection model was applied using a two-step procedure to test these hypotheses. Possible endogeneity issues were also addressed in the robustness check.FindingsOur results demonstrate that the effect of contingent financial incentives on answer quantity and quality is quadratic. Additionally, our study reveals that this contingent financial incentive enhances both comment and emotional interactions among users.Originality/valueOur study enriches the literature on financial incentives, knowledge contribution and user engagement by revealing the nuanced effects of financial incentives within a novel pay-for-answer scheme. This study also offers significant implications for practitioners involved in online community incentive design.