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Motivation

Expectancy–value theory describes how students' motivation is shaped by how they perceive the benefits and costs associated with a task. In other words, students ask themselves, often unconsciously, questions such as:

  • Will I be able to manage this?
  • Is it worth it?

In 2016, researchers Allan Wigfield, Stephen M. Tonks and Susan L. Klauda produced a synthesis of research based on the theory. Here is some relevant knowledge from that synthesis.

What affects motivation?​

Students' motivation depends on three central factors:

  1. Belief in one's own ability – if a student believes they can manage the task, motivation increases. In the classroom, this might mean that a student who feels confident in English dares to speak more, while a student who often fails in mathematics easily gives up.
  2. What the student thinks the task requires – if the task is perceived as too difficult or unclear, motivation decreases. Thoughts such as "This looks too hard – I won't even try" or "I don't know what I'm supposed to do" lead the student to opt out.
  3. How valuable the task feels – a task is perceived as more valuable if, for example, it:
    • feels useful in the future
    • contributes to good grades
    • fits the student's self-image
    • is fun or interesting.

This might mean, for instance, that one student engages more in English because they want to travel, another makes an effort to achieve high grades, and a third works harder because the task is creative.

But there are also costs​

Students do not only weigh benefits against each other – they also think about what it costs to make an effort. This can be a matter of time, emotions or energy. For example, a student might avoid speaking English aloud for fear of making a mistake, skip a difficult task to escape stress, or choose an easier task to save energy.

Summary​

Motivation is about a balance between two questions:

  • Is this worth it?
  • Can I manage it?

When the benefits are perceived as greater than the costs, motivation increases. Research based on expectancy–value theory helps us understand how students think in learning situations – for example when learning a language – and why engagement can vary over time.

Wigfield, A., Tonks, S. M., & Klauda, S. L. (2016). Expectancy-value theory. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed.). Routledge.