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Second, low levels of expectancy may be because students feel that something other than effort predicts performance, such as fairness or favoritism. Therefore, clearing the path to performance and creating an environment in which students do not feel restricted will be helpful. Finally, some students may perceive little connection between their effort and performance level because they have an external locus of control, low self-esteem, or other personality traits that condition them to believe that their effort will not make a difference.
In such cases, providing positive feedback and encouragement may help motivate them. Showing students that their performance is rewarded is going to increase instrumentality perceptions. Therefore, the first step in influencing instrumentality is to connect rewards to performance. However, this is not always sufficient, because students may not be aware of some of the rewards awaiting high performers. Students may need to be made aware of the payoffs to learning.
It is also important to highlight that performance, not something else, is being rewarded. A meritless reward system may actually hamper the motivation of the highest performers by eroding instrumentality.
However, performance-related skill mastery and progress can be acknowledged and rewarded without a student mastering all skills or being the best performer. Students are more likely to be motivated if they find the reward to be attractive. This process involves teachers finding what their students value. Ensuring high valence involves getting to know students and giving students various rewards to increase valence.
Some people will practice and practice all day long because it feels good to play the instrument. Lastly we have cost. Could I be doing something better with my time?
Is it costing me money? Is it getting in the way of me having fun? The theory has been tested widely in psychology, education, consumer marketing, and other fields. Most findings seem common-sense and logical. But here are some of the key findings:.
Overall, expectancy-value theory is a useful way of breaking down explanations for why people are motivated to do certain things. Atkinson, J. Motivational determinants of risk taking behavior. Psychological Review, 64, — Eccles, J. Subjective task values and the Eccles et al.
In: Elliott, A. Eds , Handbook of competence and motivation pp. New York: Guilford. Motivation to succeed. In: Damon, W. Handbook of child psychology pp. New York: Wiley.
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