Expectancy-value Theory Research Articles

Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation

Listening is a largely neglected area in L2/FL research and teaching even though it is one of the two only channels to receive linguistic input for language learning. Drawing on expectancy-value theory, a theory of motivation, the study set out to examine, quantitatively, FL listening motivation in relation to within- and out-of-school FL exposure and learning. Qualitative data were also collated to explain the quantitative findings. Analysing the e-survey data from 275 Grade-10-to-12 English-as-a-foreign-language learners in Hong Kong, we found that medium of instruction, spoken English exposure at school, and informal English exposure outside school were associated positively with expectancy. Out-of-school informal exposure was not only the strongest predictor of expectancy, but also the only variable positively related to interest (intrinsic value). Almost all the participants agreed with the importance of performing well on FL listening (attainment value). Open-ended responses elaborated on some of these relationships.

Examining Teachers’ Conceptualizations and Motivation for Providing In-Class Independent Reading Opportunities

Providing independent reading opportunities is a critical learning practice often overlooked in many classrooms. This study utilizes expectancy-value theory to explore the motivational beliefs of eight 4th to 8th-grade teachers regarding providing in-class independent reading opportunities. Through semi-structured interviews, data reveal that teachers have varied conceptualizations of independent reading. These conceptualizations and their past teaching experiences influence their beliefs about the success, value, and cost of offering independent reading opportunities, as well as their instructional practices. The findings underscore the importance of understanding the factors influencing teachers’ decisions regarding reading opportunities and addressing the challenges of providing this essential learning experience.

To participate or not to participate? A qualitative investigation of students' complex motivations for verbal classroom participation.

Previous research has suggested that making classrooms more active and student centered improves learning, and this usually involves encouraging student talk in the classroom. However, the majority of students remain silent during whole-class discussions, and men's voices are more likely to be heard in science classrooms. Previous interview studies and quantitative studies have discussed the role instructors play in encouraging or discouraging participation, the weight students put into the fear of negative evaluation, and other factors. However, interview studies on the experiences of college students in the sciences, specifically, are lacking. Thus, we conducted a qualitative interview study to investigate students' experiences deciding whether to participate verbally in class, focusing on students recruited from science classrooms. We analyzed the data using an inductive approach and found three main themes: (1) A wide variety of external factors impact students' decision to participate, including instructor characteristics and choices, peer influences, and course material characteristics; (2) Students weigh these factors in complex ways, and this internal calculus varies by student; and (3) Women put greater emphasis on fearing peer judgment, and men may be more motivated by course material considerations. Most of the external factors we identified as important for student participation have been described previously, and we validate that previous literature. We add to the literature by a more complex discussion of how students weigh these different factors and how complex the classroom ecosystem can be. We end by framing our results within the Expectancy Value Theory of motivation, discussing limitations, and providing implications for science college instructors to promote broad and equitable participation.

‘Why do I have to learn this?’

Students’ valuing of academic content impacts their engagement in learning and plays a pivotal role in shaping their future academic and career choices. Fortunately, practicing educators can integrate many readily applicable strategies into teaching to enhance students’ valuing of academic content. Drawing from expectancy-value theory, Eric M. Anderman, Yue Sheng, and Wonjoon Cha present five evidence-based instructional strategies with concrete examples that aim to enhance students’ valuing of academic content. These strategies can be implemented with minimal additional work for teachers and at little or no additional financial cost to schools.

Learner experience and motivational beliefs for a VR Lab in advanced undergraduate biology

ABSTRACT Recently, interest in understanding the prospects of virtual environments, specifically virtual reality laboratories (VR Lab) – those that involve a first-person practica experience via a desktop computer or head-mounted display – in science education has increased. Seemingly ingrained in the process of implementing a VR Lab is a supposition of interest, intrinsic motivation, and confidence on the part of participants. These attributes influence the participant’s ability to start and complete the task and support sensemaking and meaningful learning. Thus, this study used expectancy-value theory with the intent of learning experience design to assess the relationship between task value beliefs and those for usability of a VR Lab. Beliefs were also compared to those for physical laboratories, where only a higher cost for the VR Lab was found. Increased cost beliefs suggest that participants perceived the VR Lab as requiring more from them, a negative consequence, which would decrease their potential for seeing it as a viable learning alternative. This finding suggests that a student’s level of content knowledge may influence thier VR Lab experience. Cost belief was significantly related to utility value, giving credence to the theoretical model where cost is a value component. The VR Lab was determined to be marginally usable, but usability was not related to any motivational beliefs.

A retrospective study of a climate change communication train-the-trainer program

Train-the-trainer programs are an effective method for improving educators’ content knowledge and pedagogical skills. They also offer a way to reach more educators than by traditional professional development models. This manuscript shares the results of a retrospective study conducted with a cohort of informal science educators who participated in a climate change train-the-trainer program. Using expectancy-value theory and the Professional Development Motivation Model, this study explored the components of the program to identify what contributed to the outcomes of the train-the-trainer model. The positive components included in person meetings, a paid coordinator to support the educators following the training, and evidence-based pedagogical strategies for teaching about climate change. Negative features included interpersonal and intrapersonal conflicts related to learning new pedagogical strategies. A small number also felt the curriculum was not applicable to their communities. Organizations should consider these factors as they design new programs to best serve their participants.

What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW

Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation. Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation.

Motivational profiles in mathematics – stability and links with educational and emotional outcomes

Grounding on the situated expectancy-value theory, this study investigated stability and change in adolescent students' (N = 508) motivational profiles in mathematics (self-concept, values, costs) during the last year of comprehensive education, and how these changes relate to relevant educational outcomes (mathematics performance and aspirations) and students’ emotional distress (study-related exhaustion and depressive symptoms). Latent profile and latent transition analyses revealed four motivational profiles among students: Positively ambitious (high competence and value beliefs, low costs, T1: 34 %/T2: 32 %), Struggling ambitious (high competence and value beliefs, high costs, T1: 25 %/T2: 25 %), Indifferent (low competence and value beliefs, low costs, T1: 22 %/T2: 21 %), and Maladaptive (low competence and value beliefs, high costs, 19 %/22 %). Although some fluctuations were detected in profile memberships within the school year, most of the students (80 %) displayed stable mathematics motivation across ninth grade. Students who remained Positively ambitious also performed well, aspired for an education that required high mathematical skills, and experienced the least emotional distress, whereas students in the most negative motivational profile (Maladaptive) showed the opposite patterns. However, students who experienced high math-related costs, despite having positive value beliefs, performance, and aspirations (i.e., Struggling ambitious), also experienced one of the highest levels of study-related exhaustion and depressive symptoms. Elevated levels of exhaustion and depressive symptoms were systematically associated with negative motivational transitions in general (i.e., moving from Positively ambitious to Struggling ambitious, or from Indifferent to Maladaptive), highlighting the importance of reducing perceived study-related costs in schools and supporting students' well-being.

Predictive Relationship between Achievement Goals, Perceived Teacher Support, Academic Disidentification and Mathematics Achievement

In the present fast-paced world, where technology is evolving at an unprecedented rate, the importance of Science, Technology, Engineering and Mathematics (STEM) disciplines cannot be overstated. Mathematics, one of the prominent components of STEM subjects, forms the bedrock of innovation and problem-solving skills primary in solving real world challenges. Despite the importance, the overall pass rate for many students is below par. The trend remains worrisome in the Kenyan schools and particularly Kisii County; Kenya. It is on this premise that this study explored the predictive relationship between achievement goals, students’ perceived teacher support, academic disidentification and mathematics achievement. The study embraced the revised achievement goal (3×2), self-determination, and expectancy value theories. A correlational design was adopted. The target population comprised of all the form three students in Kisii County in 2023. Stratified sampling was used to select the 37 schools that took part in this study. Alongside, simple random sampling was used to obtain the 418 participants. The study’s hypothesis was tested using multiple linear regression analysis. The study established that approach valence subscales of achievement goals and autonomy and competence subscales of perceived teacher support have a predictive (positive) value on mathematics achievement whilst avoidance valence, devaluing and discounting negatively predicts mathematics achievement. Across the three school categories, co-educational schools were associated with avoidance motivation. The differences were statistically significant (F (12, 822) = 4.977, p< .0005; Pillai’s V = .135; partial η2 =.068). This study advocates for mathematics teachers to inculcate approach motivation whilst teaching and learning mathematics particularly targeting co-educational schools since they comprise majority of the students across the Kisii County, Kenya as remedy to the worrisome trend of poor mathematics achievement.

A Study of Chinese Undergraduate Students’ English Language Speaking Anxiety, Expectancy-Value Beliefs and Spoken English Proficiency

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice.

Empowering Engineers for Research Careers – Role of Undergraduate Research Experience and Institutional Support

Promoting a research mindset among undergraduate students is crucial to fostering a culture of inquiry, critical thinking, and innovation. HEI’s impetus on research at undergraduate levels has garnered increased attention in recent years across the country. For India to make a mark in research, especially in publication at an international level, HEIs must recognize the value of a research-oriented curriculum. The paper attempts to study the effect of undergraduate research experience and institutional support among engineers on research mindset and the impact of research mindset on career aspirations in research. The study followed a descriptive & relational research design. With a theoretical background of expectancy-value theory, four study variables were identified through literature: Undergraduate Research Experience (URE), Institutional Support, Research Mindset, and Career Aspirations in Research. Final and Prefinal year engineering students from tier 1 and tier 2 engineering institutions were the target respondents. Validated scales were adopted and used to collect data. The hypothetical model was formulated and tested with three direct effect hypotheses and indirect effects. Structural equation modelling (covariancebased method) was administered to prove the theoretical framework. Opensource GUI Software, Jamovi, was used for this purpose. The test results indicate a positive impact of URE and Institutional support on research mindset, and research mindset has a positive impact on career aspirations in research among engineers. Suitable suggestions and recommendations follow. Keywords — Career aspirations, institutional support, Research Mindset, Undergraduate Research Experience, Structural Equation Modeling

Exploring the Effects of Societal Cynicism on Social Media Dependency

The Social Media landscape is characterized by constant and rapid changes, with new platforms emerging in the market and existing ones evolving by integrating new features. Amidst this dynamic environment, the phenomenon of Social Media Dependency (SMD) has become particularly salient. This study seeks to explore individual usage behavior on Social Media with a specific focus on SMD. In contrast to previous research that predominantly examines Social Media addiction, our emphasis lies on the utilitarian, rational, and goal-oriented aspects of Social Media usage. We analyze the impact of individual attitudes on SMD by integrating expectancy-value theory with media system dependency theory. Specifically, this paper investigates how one particular social axiom construct – Societal cynicism – influences SMD, taking into account the variations in the usage patterns between two widely used Social Media platforms: Facebook and YouTube. Through the development and validation of a research model, this research aims to shed new light on understanding the dependency phenomena within the context of Social Media.

Development and Validation of the Teacher Motivation in Physical Education Questionnaire

Purpose: Grounded in the expectancy-value theory framework, the purpose of this study was to develop and identify the psychometric properties of the Teaching Motivation in Physical Education Questionnaire. Methods: The process included testing content validity with experts (n = 16), construct validity and measurement invariance using factor analysis, and convergent validity using structural equation modeling (SEM) in two physical education teacher samples (n = 373; n = 400). Results: Factor analysis identified a 17-item questionnaire measuring teachers’ expectancy, value, and cost beliefs. Measurement invariance testing revealed equivalence between male and female as well as primary and secondary physical education teachers. Correlational and structural equation modeling analyses showed the adaptive nature of expectancy and subjective task value beliefs along with the maladaptive nature of cost beliefs. Discussion/Conclusion: The Teaching Motivation in Physical Education Questionnaire provides a theoretically grounded approach to investigate physical education teachers’ motivation toward curriculum and instruction.

Exploring the Perspectives of Tribhuvan University Undergraduate Students Toward Business Statistics: A Study of Shanker Dev Campus

This comprehensive study explored the intricate determinants of Tribhuvan University undergraduate students' attitudes toward business statistics, employing a mixed-methods approach to capture the multifaceted nature of their perceptions. Grounded in theoretical frameworks such as the Theory of Reasoned Action, Expectancy-Value Theory, Cognitive Load Theory, and Effort-Performance Theory, the research analyses the relationship and influence of cognitive competence, value, difficulty, and effort with students' attitudes. With a large sample size of 328 students, the study employs a descriptive and causal-comparative research design to uncover significant correlations between these variables. The regression results highlight the predictive power of cognitive competence, value, difficulty, and effort on students' attitudes, providing valuable insights for educators and stakeholders in enhancing the learning experience in business statistics. The findings underscore the dynamic interplay of these factors over time, emphasizing the need for tailored educational strategies and interventions to foster positive attitudes and outcomes in the field.

Pre-service Teachers’ Motivations to Participate in the Near-Peer Mentoring Program

Recent research indicates that college students experienced increased stress and academic anxiety during the Covid-19 era. Near-peer mentoring is a program that pairs students in different grade levels with the goal of enhancing their academic, emotional, and social development. This study uses the Expectancy-Value Theory to examine the motivation of pre-service science teachers to participate as mentors in the near-peer mentoring program, and the costs they attach to participating in the program. The qualitative research was conducted with a total of twelve pre-service science teachers. Data were collected through individual interviews during the spring semester of 2021. Results revealed that participants found the program useful, benefited from this program in terms of social/emotional support and academic career, and stated that it would be more beneficial if the content of the program were improved. The participants’ motivation to participate in the near-peer mentoring program were categorized into seven, from the most beneficial to the least, as follows: (1) developing learning strategies, (2) career planning, (3) access to university services, (4) communication, (5) sense of belonging, (6) academic development, and (7) support in registration and course selection. This research carries notable importance as it can strengthen the sense of community among pre-service teachers. This study is likely to provide an opportunity for the design of near-peer mentoring programs in universities and the development of content in accordance with the findings. Furthermore, the insights derived from this study can be crucial in designing and implementing effective near-peer mentoring programs at tertiary education levels, promising mutual benefits for both the mentor and the mentees.

Mentor teachers’ motivations and implications for mentoring style and enthusiasm

Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive mentoring. Transmissive behavior correlated positively with extrinsic personal utility value. Enthusiasm is high when mentors have a strong intrinsic motivation and attach high intrinsic personal utility value to mentoring. These findings contribute to knowledge on factors shaping mentoring quality.

The Problem with Longtermism

Moral circle expansion has been occurring faster than ever before in the last forty years, with moral agency fully extended to all humans regardless of their ethnicity, and regardless of their geographical location, as well as to animals, plants, ecosystems and even artificial intelligence. This process has made even more headway in recent years with the establishment of moral obligations towards future generations. Responsible for this development is the moral theory – and its associated movement – of longtermism, the bible of which is What We Owe the Future (London: Oneworld, 2022) by William MacAskill, whose book Doing Good Better (London: Guardian Faber, 2015) set the cornerstone of the effective altruist movement of which longtermism forms a part. With its novelty comes great excitement, but longtermism and the arguments on its behalf are not yet well thought out, suffering from various problems and entailing various uncomfortable positions on population axiology and the philosophy of history. This essay advances a number of novel criticisms of longtermism; its aim is to identify further avenues for research required by longtermists, and to establish a standard for the future development of the movement if it is to ever be widely considered as sound. Some of the issues raised here are about the arguments for the moral value of the future; the quantification of that value with the longtermist ethical calculus – or the conjunction of expected value theory with the ‘significance, persistence, contingency’ (SPC) framework; the moral value of making happy people; and our ability to affect the future and the fragility of history. Perhaps the most significant finding of this study is that longtermism currently constitutes a shorterm view on the longterm future, and that a properly longterm view reduces to absurdity.

The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English

Facing cultural globalization and technological transformation, students need to learn how to continuously utilize social media for English learning. Previous studies have focused on exploring the relationship among students’ attitudes toward learning tools or platforms, but have not discussed those correlations in the context of English learning via YouTube. Moreover, limited studies have investigated the continuance intention of students in Taiwan to use YouTube to learn English from the perspective of acculturation, drawing on the expectancy-value model. To address this gap, based on situated expectancy-value theory, this study examined the associations among metacognitive strategies (MS), acculturation, learning attitude (LA) toward English, perceived value (PV) of using YouTube to learn English, and continuance intention (CI) to use YouTube to learn English. A total of 230 data were obtained from students in Taiwan. The results of structural equation modeling revealed that MS and acculturation were positively related to LA and PV; LA was positively related to PV; and LA and PV were positively related to CI. The results offer instructors valuable insights on how to purposefully regulate their English teaching behaviours, and suggest that YouTube can play a role in helping individuals learn English.

A half-century reflection on pleasure vacation motives

A half-century of research purporting to explain tourists' motivations for engaging in pleasure vacations was critiqued. Two major changes in context that have influenced tourism motivation studies, and which define the parameters of this review are identified. This is followed by a description of the Theory of Disequilibrium, which has emerged as the unifying theory for explaining tourists' motivation, and the physiological and psychological roots of motive constructs. Research findings relating to the efficacy of the most frequently cited frameworks in tourism texts for explaining this process were critiqued. The review confirmed that most studies tended to embrace either the “push” and “pull” factors which are the inputs to Expectancy-Value Theory, or a more instinctive Thematic-Combination Heuristic approach, or some combination of the two. These were critiqued. The paper concludes with suggestions for future research.