This presentation on Expectancy-Value Theory (EVT) from EDUC 634- Achievement Motivation, triangulated the differing influences and research by Atkinson, Vroom and Eccles. Following the belief that motivational theory and research effectively recognize knowledge and experience, as well as developing self-awareness (Egamberdieva, 2022), EVT recognizes that like many other sociocultural-based theories, an individual’s choices and behaviors are influenced by their expected outcomes, and the subsequent “value” that is based upon said outcomes.
Source: www.motivatelab.org
This, paired with Achievement Goal Theory, highlights why so many students will opt out of challenging activities if they do not have a probable expectation of success. Further, understanding the idea of “utility value,” or the perceived “usefulness” of a task long-term, has allowed me to approach activities, lessons, and subjects with seemingly low student buy-in with a different perspective, and has galvanized the need for real-world examples and the power of personal connection for individual students.
Ultimately, EVT is a fundamental concept to the learning experiences of reluctant learners and is a repetitive construct that happens multiples times per day in nearly every classroom. As such, I believe that it is an extremely important concept that I feel very fortunate to have had the opportunity to investigate .
