three important questions to consider from the student perspective:<\/strong><\/p>\n1. expectancy – can i do the task?<\/p>\n
2. value – do i want to do the task?<\/p>\n
\u2022 intrinsic or interest value<\/em>: the inherent enjoyment that an individual experiences from engaging in the task for its own sake.<\/p>\n\u2022 utility value<\/em>: the usefulness of the task in helping achieve other short term or long-term goals.<\/p>\n\u2022 attainment value<\/em>: the task affirms a valued aspect of an individual\u2019s identity and meets a need that is important to the individual.<\/p>\n3. cost – am i free of barriers that prevent me from investing my time, energy, and resources into the activity?<\/p>\n
it\u2019s important to note that expectancy, value and cost are not shaped only when a student enters your classroom. these have been shaped over time by both individual and contextual factors. each of your students comes in with an initial response, however there are strategies for encouraging student success, clarifying subject meaning and finding ways to mitigate costs that will increase your students\u2019 motivation. everyone may not end up at the same level of motivation, but if you can increase each student\u2019s motivation, it will help the overall atmosphere and productivity of the course that you are teaching.<\/p>\n
strategies to enhance expectancy, value, and cost<\/h3>\n
hulleman et. al (2016) summarize research-based sources that positively impact students\u2019 expectancy beliefs, perceptions of task value, and perceptions of cost, which might point to useful strategies that instructors can employ.<\/p>\n
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\nresearch-based sources of expectancy-related beliefs<\/h4>\n