There are two important concepts that are central to understanding motivation: the subjective value of a goal and the expectancies, or expectations, for achievement of that goal.
A student will be more motivated to pursue a goal or task that has the highest value to them. Value can be derived from different sources (Wigfield & Eccles, 2000). Click on the accordions below to learn about different sources of value.
When motivation is due to attainment value, you get personal satisfaction and sense of accomplishment from successfully mastering a goal or task. For example, a student may feel a deep sense of fulfillment after solving complex analytical problems, which motivates them to spend time working on these tasks to demonstrate and further develop their problem-solving abilities.
When motivation is due to intrinsic value, you get satisfaction simply from doing the task rather than from a particular outcome of the task. For example, a student spends hours writing a computer program because of the enjoyment they derive from the task.
When motivation is due to instrumental value, an activity or goal helps you accomplish other important goals. For example, a student may be motivated to study in a challenging organic chemistry course because they know it will help them do better on the MCAT and strengthen their medical school application, ultimately helping them achieve their goal of becoming a doctor.
People are motivated to pursue goals and outcomes that they believe they can successfully achieve. Two forms of expectancies inform our understanding of motivated behaviour.
Outcome expectancies refer to belief about the likely result or consequence of your actions (Carver & Scheier, 2001). It’s about whether you think your efforts will lead to a desirable outcome, regardless of your ability to perform the task. For example, even if a student believes they can study well and do everything right, they might still doubt that doing so will improve their grade if they think the exam is unfair or too difficult (i.e., negative outcome expectancy).
Efficacy expectancies refer to belief in your ability to successfully perform a task or take specific actions to achieve a goal (Bandura, 1997). It’s about your confidence in whether you can do what’s needed to succeed, which can influence how much effort you put into tasks and how persistent you are when facing challenges.
This perception is shaped by several factors, including:
For example, a student preparing for a big math exam feels confident because they’ve done well on previous math tests and their instructor’s positive feedback on their homework boosts their belief that they can handle the upcoming exam.
Values and expectancies interact within the broader environmental context in which they exist. Click on the plus icons in the image below to learn how differences in value, efficacy, and the supportive nature of the environment can influence students’ motivation. Each of these dimensions are features of the learning environment over which we can have substantial influence. If we neglect any single dimension, motivation can suffer substantially.
(Image adapted from Ambrose et al. (2010), p. 80.)
Reflect on how you can increase student motivation by working through the following questions:
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
Carver, C. S., & Scheier, M. F. (2001). On the self-regulation of behavior. Cambridge University Press.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.