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Journal articles on the topic 'Expectancy-value theory'

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Published: 4 June 2021

Last updated: 28 January 2023

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1

Feather, N. T. "Expectancy-value theory and unemployment effects." Journal of Occupational and Organizational Psychology 65, no. 4 (December 1992): 315–30. http://dx.doi.org/10.1111/j.2044-8325.1992.tb00508.x.

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2

Shepperd, James A., and Kevin M. Taylor. "Social Loafing and Expectancy-Value Theory." Personality and Social Psychology Bulletin 25, no. 9 (September 1999): 1147–58. http://dx.doi.org/10.1177/01461672992512008.

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3

Wigfield, Allan, and Jacquelynne S. Eccles. "Expectancy–Value Theory of Achievement Motivation." Contemporary Educational Psychology 25, no. 1 (January 2000): 68–81. http://dx.doi.org/10.1006/ceps.1999.1015.

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4

Eccles, Jacquelynne S., and Allan Wigfield. "From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation." Contemporary Educational Psychology 61 (April 2020): 101859. http://dx.doi.org/10.1016/j.cedpsych.2020.101859.

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5

Nagengast, Benjamin, Herbert W. Marsh, L. Francesca Scalas, Man K. Xu, Kit-Tai Hau, and Ulrich Trautwein. "Who Took the “×” out of Expectancy-Value Theory?" Psychological Science 22, no. 8 (July 12, 2011): 1058–66. http://dx.doi.org/10.1177/0956797611415540.

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6

Savolainen, Reijo. "Self-determination and expectancy-value." Aslib Journal of Information Management 70, no. 1 (January 15, 2018): 123–40. http://dx.doi.org/10.1108/ajim-10-2017-0242.

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Purpose The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs). Design/methodology/approach The study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities. Findings SDT approaches motivation by examining the degree to which one can make volitional choices while meeting the needs of autonomy and competence. Information-seeking behaviour is most volitional when it is driven by intrinsic motivation, while such behaviours driven by extrinsic motivation and amotivation are less volitional. Modern EVTs approach the motivators for information seeking by examining the individual’s beliefs related to intrinsic enjoyment, attainment value, utility value and relative cost of information seeking. Both theories provide useful alternatives to traditional concepts such as information need in the study of the motivators for information seeking. Research limitations/implications As the study focusses on two cognitive psychological theories, the findings cannot be generalised to all represent all categories relevant to the characterisation of triggers and drivers of information seeking. Originality/value Drawing on the comparison of two cognitive psychological theories, the study goes beyond the traditional research approaches of information behaviour research confined to the analysis of information needs.

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Galla, Brian M., Jamie Amemiya, and Ming-Te Wang. "Using expectancy-value theory to understand academic self-control." Learning and Instruction 58 (December 2018): 22–33. http://dx.doi.org/10.1016/j.learninstruc.2018.04.004.

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8

Wigfield, Allan. "Expectancy-value theory of achievement motivation: A developmental perspective." Educational Psychology Review 6, no. 1 (March 1994): 49–78. http://dx.doi.org/10.1007/bf02209024.

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Flake, Jessica Kay, Kenneth E. Barron, Christopher Hulleman, Betsy D. McCoach, and Megan E. Welsh. "Measuring cost: The forgotten component of expectancy-value theory." Contemporary Educational Psychology 41 (April 2015): 232–44. http://dx.doi.org/10.1016/j.cedpsych.2015.03.002.

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Guo, Jiesi, Herbert W. Marsh, Philip D. Parker, Alexandre J. S. Morin, and Theresa Dicke. "Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions." Learning and Instruction 49 (June 2017): 81–91. http://dx.doi.org/10.1016/j.learninstruc.2016.12.007.

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Nicolai, Jennifer, Morten Moshagen, and Ralf Demmel. "A test of expectancy-value theory in predicting alcohol consumption*." Addiction Research & Theory 26, no. 2 (June 3, 2017): 133–42. http://dx.doi.org/10.1080/16066359.2017.1334201.

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Myrold, Rebecca L., and Sarah Ullrich-French. "Expectancy-value theory outcomes of a school-based bicycling programme." International Journal of Sport and Exercise Psychology 15, no. 2 (August 26, 2015): 207–20. http://dx.doi.org/10.1080/1612197x.2015.1079922.

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Weber, Keith, Kristen Lew, and Juan Pablo Mejía-Ramos. "Using Expectancy Value Theory to Account for Individuals’ Mathematical Justifications." Cognition and Instruction 38, no. 1 (August 4, 2019): 27–56. http://dx.doi.org/10.1080/07370008.2019.1636796.

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Magidson, Jessica F., Brent W. Roberts, Anahi Collado-Rodriguez, and C. W. Lejuez. "Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness." Developmental Psychology 50, no. 5 (2014): 1442–50. http://dx.doi.org/10.1037/a0030583.

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15

Huang, Yung-Ho. "Exploring Teachers’ Motivation for Implementing Cooperative Learning Using Expectancy-Value Theory." International Journal for Cross-Disciplinary Subjects in Education 7, no. 3 (September 30, 2016): 2852–56. http://dx.doi.org/10.20533/ijcdse.2042.6364.2016.0388.

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Zucker, Tricia A., Janelle Montroy, Allison Master, Michael Assel, Cheryl McCallum, and Gloria Yeomans-Maldonado. "Expectancy-value theory & preschool parental involvement in informal STEM learning." Journal of Applied Developmental Psychology 76 (July 2021): 101320. http://dx.doi.org/10.1016/j.appdev.2021.101320.

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17

Hays, Ron. "An Integrated Value-Expectancy Theory of Alcohol and Other Drug Use." Addiction 80, no. 4 (December 1985): 379–84. http://dx.doi.org/10.1111/j.1360-0443.1985.tb03009.x.

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Yang, Yan, and Diana Mindrila. "Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis." International Journal of Educational Psychology 9, no. 1 (February 24, 2020): 55. http://dx.doi.org/10.17583/ijep.2020.4261.

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Expectancy-Value (EV) theory has been widely used in a plethora of domains except for multicultural education, a distinct and critical field in many countries due to increasing student diversity. In light of the domain-specific nature of the EV theory and the discrepancy between the theoretical framework and empirical models found in previous studies, the purpose of the present study was to explore the factors of the EV theory in multicultural education. Participants were 187 college students who completed the Multicultural Expectancy-Value Scale (EVS). Exploratory factor analysis (EFA) with Bayes estimation and GEOMIN rotation resulted in two factors: Value and Expectancy. The two factors had a positive significant correlation of .42, p<.001. Participants with a Master’s or Doctoral degree had significantly higher Expectancy beliefs in multicultural education than those with a Bachelor’s degree (t(47.727)=-2.90, p<.01). Although our finding was consistent with the major tenets of the theory that expectancy and value beliefs are two primary motivating factors, it did not fully support the theoretical model, indicating a more parsimonious factor structure may be more appropriate. The distinct factor model in our study suggests a need for further research in examining the structural validity of the EV theory in multicultural education

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19

Hancock, Dawson R. "Enhancing Faculty Motivation to Advise Students: An Application of Expectancy Theory." NACADA Journal 16, no. 2 (September 1, 1996): 11–15. http://dx.doi.org/10.12930/0271-9517-16.2.11.

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The need persists for a model that adequately addresses faculty motivations and concerns about involvement in student academic advisement. Recently, some researchers have suggested that a version of expectancy theory may be the necessary model. Expectancy theory states that people are purposeful beings who behave in accordance with their expectations and who believe that their efforts will result in outcomes they value. According to the theory, the amount of effort an individual will exert ultimately depends on three factors: a) expectancy—a person's estimation of the likelihood of successfully performing a particular behavior; b) instrumentality—a person's estimation of the likelihood that a particular behavior will result in certain outcomes; and c) valence—the positive or negative value that a person places on each of those outcomes. Attempts to identify the educational environments conducive to the use of expectancy theory to address faculty motivation in academic advisement are presented.

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Conway, Gail D., Nadine Angeli C. Abellera, and Jerome A. Ouano. "Understanding Expectancy-Value Theory’s Cost Construct via Multidimensional Scaling." New Educational Review 69, no. 3 (2022): 119–29. http://dx.doi.org/10.15804/tner.2022.69.3.09.

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This study explored educational cost using a multidimensional scaling approach. Undergraduates rated how similar 11 items on task value and cost were with one another. Results show that cost has two dimensions, each consisting of two clusters. In one dimension, cost is separated from task value components; in the other, cost is clustered with task value components. Findings imply nuances of cost in the context of goal theory, motivation, and emotion.

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Han, Jung, Todd Kelley, and J. Geoff Knowles. "Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness." Journal for STEM Education Research 4, no. 2 (May 4, 2021): 117–37. http://dx.doi.org/10.1007/s41979-021-00053-3.

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AbstractSocial, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teacher self-efficacy and outcome expectancy. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, STEM career awareness, and STEM knowledge achievement were also measured using a survey and a custom-made knowledge test. Based on expectancy-value theory and literature, a path model was developed and tested to investigate causal relationships between these factors. The results revealed direct and indirect effects of teacher self-efficacy and outcome expectancy on students’ STEM knowledge achievements. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, and STEM career awareness also significantly influenced STEM knowledge achievement directly or indirectly.

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Watkinson, E. Jane, Sean A. Dwyer, and A. Brian Nielsen. "Children Theorize about Reasons for Recess Engagement: Does Expectancy-Value Theory Apply?" Adapted Physical Activity Quarterly 22, no. 2 (April 2005): 179–97. http://dx.doi.org/10.1123/apaq.22.2.179.

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Inclusion in activity at recess can have important implications for the health and for the physical, social, and cognitive development of children, according to play theorists (Pellegrini, 1995). This study examined whether children described their decisions (and those of fictitious others) to engage in recess activities in achievement terms consistent with expectancy-value theory (Eccles, Wigfield & Schiefele, 1998). Ten Grade 3 children with different patterns of recess engagement did confirm that attainment, interest, utility, and cost values were salient to decisions to participate. Children distinguished among value components, and confirmed that expectancies and values contributed to activity choices, providing support for the conceptualization of recess as an achievement setting in which expectancy-value theory applies.

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Wu, Yajun, and Xia Kang. "A Moderated Mediation Model of Expectancy-Value Interactions, Engagement, and Foreign Language Performance." SAGE Open 11, no. 4 (October 2021): 215824402110591. http://dx.doi.org/10.1177/21582440211059176.

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Based on the Expectancy-Value Theory (EVT), this study examined the interactive relation between expectancy of success and attainment value, and how they predicate students’ Foreign Language (FL) performance via behavioral engagement. Self-report data were collected from 522 Chinese non-English majors aged 18 to 22 years in their sophomore year. Results of structural equation modeling indicated that expectancy of success and attainment value interacted in predicting Chinese sophomores’ FL performance. The expectancy of success had both direct and indirect effects on FL performance when investigating the mediating role of behavioral engagement. Both theoretical and practical implications are discussed.

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24

DeJoy, David M. "A Revised Model of the Warnings Process Derived from Value-Expectancy Theory." Proceedings of the Human Factors Society Annual Meeting 35, no. 15 (September 1991): 1043–47. http://dx.doi.org/10.1177/154193129103501505.

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Newton, Joshua D., Michael T. Ewing, Sue Burney, and Margaret Hay. "Resolving the theory of planned behaviour's ‘expectancy-value muddle’ using dimensional salience." Psychology & Health 27, no. 5 (May 2012): 588–602. http://dx.doi.org/10.1080/08870446.2011.611244.

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Lynd-Stevenson, Robert M. "Expectancy-value theory and predicting future employment status in the young unemployed." Journal of Occupational and Organizational Psychology 72, no. 1 (March 1999): 101–6. http://dx.doi.org/10.1348/096317999166527.

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27

Song, Jingjing, Bin Zuo, Fangfang Wen, and Lei Yan. "Math-gender stereotypes and career intentions: an application of expectancy–value theory." British Journal of Guidance & Counselling 45, no. 3 (February 21, 2017): 328–40. http://dx.doi.org/10.1080/03069885.2017.1283680.

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Beymer, Patrick N., Daria K. Benden, and Maien S. M. Sachisthal. "Exploring the dynamics of situated expectancy-value theory: A panel network analysis." Learning and Individual Differences 100 (December 2022): 102233. http://dx.doi.org/10.1016/j.lindif.2022.102233.

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29

Ding, Haiyong, Haichun Sun, and Ang Chen. "Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 253–69. http://dx.doi.org/10.1123/jtpe.32.3.253.

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To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. Results from correlation, regression, and structural equation model analyses revealed causal inferences demonstrating differentiated effects of motivation components on the outcome measures: task values were specific to knowledge outcome, expectancy beliefs to skills, and situational interest to engagement. The findings imply that physical educators need to adopt motivation strategies compatible to specific learning outcomes to maximize student motivation for engagement and achievement.

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CORWYN, ROBERT F., and PHILLIP P. MCGARRY. "AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 2 (July 11, 2021): 42–56. http://dx.doi.org/10.52041/serj.v19i2.109.

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We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study. First published June 2020 at Statistics Education Research Journal Archives

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우연경 and 송주연. "Profiles in Mathematics Based on Expectancy-Value Theory and Differences in Cognitive Engagement." Korean Journal of Educational Methodology Studies 30, no. 4 (November 2018): 559–81. http://dx.doi.org/10.17927/tkjems.2018.30.4.559.

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Ball, Christopher, Kuo-Ting Huang, Shelia R. Cotten, R. V. Rikard, and LaToya O. Coleman. "Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions." Information, Communication & Society 19, no. 5 (February 2016): 618–38. http://dx.doi.org/10.1080/1369118x.2016.1139616.

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O' Sullivan, B., H. McGee, and O. Keegan. "Comparing solutions to the expectancy-value muddle in the theory of planned behaviour." British Journal of Health Psychology 13, no. 4 (November 2008): 789–802. http://dx.doi.org/10.1348/135910708x278306.

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Ball, Christopher, Kuo-Ting Huang, Shelia R. Cotten, and R. V. Rikard. "Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes." Journal of Science Education and Technology 26, no. 4 (January 23, 2017): 372–82. http://dx.doi.org/10.1007/s10956-017-9685-1.

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Schnettler, Theresa, Julia Bobe, Anne Scheunemann, Stefan Fries, and Carola Grunschel. "Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university." Motivation and Emotion 44, no. 4 (February 17, 2020): 491–507. http://dx.doi.org/10.1007/s11031-020-09822-w.

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Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

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Xie, Jianli, Liying Ye, Wei Huang, and Min Ye. "Understanding FinTech Platform Adoption: Impacts of Perceived Value and Perceived Risk." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 5 (June 17, 2021): 1893–911. http://dx.doi.org/10.3390/jtaer16050106.

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FinTech platforms are one of the most important elements in the rapidly digitized world’s economy. This study investigates the factors that affected individuals’ acceptance of FinTech services, especially on internet wealth management platforms. The current research extends the unified theory of acceptance and use of technology (UTAUT) published by MIS Quarterly with integrated financial consumption attributes (i.e., perceived value and perceived risk) alongside the core construct of UTAUT. Data were collected from an established survey company. The empirical results indicate that perceived value, perceived risk, and social influence are strongly related to individuals’ FinTech adoption intention, whereas performance expectancy, effort expectancy, and perceived risk affect individuals’ perceived value, which in turn influences adoption intention. The proposed FinTech adoption model could contribute to information technology (IT) adoption research by extending the UTAUT in which individuals’ performance expectancy and effort expectancy affect their adoption intention indirectly through perceived value. Finally, the implications of the proposed new model for future research and FinTech practice are discussed.

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Mohamad Indra Nata Wijaya and Tengku Ezni Balqiah. "The Intent Behind the Usage of Cryptocurrency: An Analysis Based on the Theory of Acceptance and Use of Technology Modification Model." Proceedings of International Conference on Economics Business and Government Challenges 1, no. 1 (September 14, 2022): 193–200. http://dx.doi.org/10.33005/ic-ebgc.v1i1.44.

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Introduced in 2008, blockchain technology has experienced rapid development, in its development many digital assets have been created in the form of cryptocurrencies (cryptocurrency). For some people, crypto assets are the most modern solution and alternative for carrying out transactions on the blockchain. This study aims to determine how Behavioral Intention in Conducting Cryptocurrency Transactions. The model used is Structural Equation Modeling (SEM) with 228 data respondents spread throughout Indonesia. The results of this study indicate that the Facilitating Condition, Perceived Risk and Trust variables have a significant direct influence on the Behavioral Intention in Conducting Cryptocurrency Transaction variables while the Effort Expectancy, Hedonic Motivation, Performance Expectancy, Price Value, and Social Influence does not have a significant direct effect on the Behavioral Intention in Conducting Cryptocurrency Transaction variables and for the Performance Expectancy and Price Value variables it is not able to provide a stimulus to Effort Expectancy, Hedonic Motivation, Performance Expectancy, and Perceived Risk on the Behavioral Intention in Conducting Cryptocurrency Transaction variables. Keywords: Crypto Assets; Intentions; Investments; Platform X; Transactions

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Choi, J., J. M. Fiszdon, and A. Medalia. "Expectancy-Value Theory in Persistence of Learning Effects in Schizophrenia: Role of Task Value and Perceived Competency." Schizophrenia Bulletin 36, no. 5 (July 15, 2010): 957–65. http://dx.doi.org/10.1093/schbul/sbq078.

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Utami, Rezki Aguswidya, and Irwansyah Irwansyah. "Faktor-Faktor yang Mempengaruhi Penggunaan Aplikasi E-Wallet Dana Di Kota Samarinda." Jurnal Bisnis dan Pembangunan 11, no. 2 (December 6, 2022): 60. http://dx.doi.org/10.20527/jbp.v11i2.14994.

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ABSTRACT This study develops the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) model. UTAUT 2 consists of the variables of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit, behavioral intention, and use behavior. This study aims to examine the effect of the factors in the UTAUT 2 model on user behavior in using the DANA e-wallet application.This study uses a quantitative approach with an explanatory type. A sample of 90 users of the DANA application in Samarinda City was selected by accidental sampling. The causality test uses partial least squares.The results showed that performance expectancy and price value have positive and significant effects on behavioral intention; habit and behavioral intention have positive and significant effects on use behavior; effort expectancy and facilitating conditions have negative and insignificant effects on use behavior; social influence has negative yet significant effect on behavioral intention; and hedonic motivation has positive but not significant effect on behavioral intention. Keywords: UTAUT 2, Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Price Value, Habit, Behavioral Intention, Use Behavior

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Kirk, T. N., Justin A. Haegele, and Xihe Zhu. "Barriers, Expectancy-Value Beliefs, and Physical Activity Engagement Among Adults With Visual Impairments." Adapted Physical Activity Quarterly 38, no. 2 (April 1, 2021): 286–306. http://dx.doi.org/10.1123/apaq.2019-0196.

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The purpose of this inquiry was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. Using a descriptive correlational approach, a sample of 214 adults with visual impairments (Mage = 43.14, SD = 13.67) completed questionnaires pertaining to barriers to physical activity, expectancy-value beliefs about physical activity, and physical activity engagement. Data were analyzed via correlation and hierarchical regression. The final regression model explained 20.30% of variance in physical activity (p < .001). Intrinsic value (β = 0.26, p = .01) and expectancy beliefs (β = 0.33, p < .001) each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments. However, the lack of significant contribution of other variables such as attainment and utility values, as well as barriers factors, underscores the need for additional research in this area.

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41

Kiatkawsin, Kiattipoom, and Heesup Han. "Young travelers' intention to behave pro-environmentally: Merging the value-belief-norm theory and the expectancy theory." Tourism Management 59 (April 2017): 76–88. http://dx.doi.org/10.1016/j.tourman.2016.06.018.

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Van den Broeck, Anja, Maarten Vansteenkiste, Willy Lens, and Hans De Witte. "Unemployed Individuals' Work Values and Job Flexibility: An Explanation from Expectancy-Value Theory and Self-Determination Theory." Applied Psychology 59, no. 2 (April 2010): 296–317. http://dx.doi.org/10.1111/j.1464-0597.2009.00391.x.

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43

Gupta, Kanishk, and Nupur Arora. "Investigating consumer intention to accept mobile payment systems through unified theory of acceptance model." South Asian Journal of Business Studies 9, no. 1 (November 29, 2019): 88–114. http://dx.doi.org/10.1108/sajbs-03-2019-0037.

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Purpose The purpose of this paper is to examine the impact of key antecedents of unified theory of acceptance and use of technology model 2 on behavioral intention to accept and use mobile payment systems in National Capital Region, India. Design/methodology/approach A sample of 267 mobile payment system users in National Capital Region was obtained through an online survey. A partial least squares method was used to find out whether key antecedents of UTAUT2 predict behavioral intention to accept mobile payment systems which further predicts use behavior toward mobile payment systems. Findings The research substantiates that performance expectancy, effort expectancy, habit and facilitating conditions significantly predict behavioral intention, which in turn significantly predict use behavior to use mobile payment systems. Both social influence and hedonic motivation were weak predictors of behavioral intention. Research limitations/implications The research substantiates that performance expectancy, effort expectancy, habit and facilitating conditions significantly predict behavioral intention, which in turn significantly predict use behavior to use mobile payment systems. Both social influence and hedonic motivation were weak predictors of behavioral intention. Originality/value The research substantiates that performance expectancy, effort expectancy, habit and facilitating conditions significantly predict behavioral intention, which in turn significantly predict use behavior to use mobile payment systems. Both social influence and hedonic motivation were weak predictors of behavioral intention.

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44

Kempen, Elizabeth, Josephine Kasambala, Lorna Christie, Elize Symington, Lizette Jooste, and Tertia Van Eeden. "Expectancy-value theory contributes to understanding consumer attitudes towards cow's milk alternatives and variants." International Journal of Consumer Studies 41, no. 3 (January 23, 2017): 245–52. http://dx.doi.org/10.1111/ijcs.12331.

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Fan, Weihua. "Social influences, school motivation and gender differences: an application of the expectancy‐value theory." Educational Psychology 31, no. 2 (March 2011): 157–75. http://dx.doi.org/10.1080/01443410.2010.536525.

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46

French, David P., and Matthew Hankins. "The expectancy-value muddle in the theory of planned behaviour - and some proposed solutions." British Journal of Health Psychology 8, no. 1 (February 2003): 37–55. http://dx.doi.org/10.1348/135910703762879192.

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Foley, Laura S. "Exploring K–3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory." Literacy Research and Instruction 50, no. 3 (June 2011): 195–215. http://dx.doi.org/10.1080/19388071.2010.505680.

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Sparks, Paul, Duncan Hedderley, and Richard Shepherd. "Expectancy-value models of attitudes: A note on the relationship between theory and methodology." European Journal of Social Psychology 21, no. 3 (May 1991): 261–71. http://dx.doi.org/10.1002/ejsp.2420210308.

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McCormick, John, and Gary E. McPherson. "Expectancy-Value Motivation in the Context of a Music Performance Examination." Musicae Scientiae 11, no. 2_suppl (July 2007): 37–52. http://dx.doi.org/10.1177/10298649070110s203.

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Abstract:

Expectancy-value theory is a well-established cognitive approach to motivational research that focuses on belief systems, specifically, learners' expectations and valuing of activities in which they are engaged. Investigating this area in music we sampled 723 instrumental music learners aged 9 to 19 to determine their expectations for succeeding on a graded music performance examination. The students completed a questionnaire on the day before their performance examination that sampled their responses according to the four constructs in the expectancy-value framework: Attainment value, intrinsic value, utility value and cost. Results are consistent with findings from research on academic learning suggesting that children's judgments concerning the likelihood for succeeding in the music examination are positively associated with the result they actual obtained from their examiner. We conclude from the studies we have undertaken so far, that beliefs student hold, about their own musical capabilities, are powerful predictors and determinants of achievement. These important and crucial components of motivation deserve continued research attention.

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Kim, Minhyun, Hyeonho Yu, and Boung Jin Kang. "The Impact of PE Teachers’ Leadership on Middle School Students." Journal of Health, Sports, and Kinesiology 2, no. 1 (January 31, 2021): 35–36. http://dx.doi.org/10.47544/johsk.2021.2.1.35.

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Physical education (PE) teachers’ leadership plays a critical role in enhancing students' learning. Each PE teacher leadership style implies a critical meaning of how a class reaches its goals and objectives effectively. Transformational leadership initially was proposed by Burns (1978). Daft (2008) defined transformational leadership as “characterized by the ability to bring about significant change in followers and the organization” (p. 356). The expectancy value theory focuses on two critical aspects: an expectation of being successful in a current or distant task and the value placed on having a value for doing the task. The purpose of this study was to examine the effect of PE teachers’ transformational leadership on middle school students’ expectancy-value. Transformational teaching questionnaire (Beauchamp et al., 2010) and expectancy-value questionnaire (Duncan & Tammen, 1989) were employed for this study; a total of 16 items were used. The participants included 295 middle school students from three private middle schools located in the southwestern area in the USA and 262 questionnaires were used for the data analyses. Collected data were analyzed by descriptive, exploratory factor analysis and regression using the SPSS 25. According to single regression, transformational leadership had a positive impact on students’ expectancy-value. Based on multiple regression, intellectual stimulation was a common factor that affected students’ expectancy-value positively. The results of the study support the importance of transformational leadership which used a means of enhancing middle school students’ expectancy-value in PE. Moreover, this study indicated that transformational leadership facilitates teaching and students’ learning in PE. Thus, it is recommended that PE teachers be able to understand and display appropriate leadership, in particular transformational leadership.

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