Although there has been a wealth of research exploring motivation within technological environments, few studies employ frameworks that are grounded in well-studied and rigorous theories of motivation. Eccles and Wigfields’ expectancy-value theory provides a framework to research well-grounded motivation constructs that deal with students’ beliefs about their competence, and about how personally relevant their academic studies are.
Individuals’ perceived capabilities to learn or accomplish tasks at designated levels of performance (i.e., “How confident are you that you can find the x-intercept given the slope of a line?”).
Implicit Theories of Ability
Individuals’ beliefs about whether math “smarts” is a static characteristic or a skill that can be augmented (i.e., “My math ability is something about me that can’t be changed very much”).
- Attainment value: Importance of doing well on a task.
- Interest value: Enjoyment of doing a task.
- Utility value: How a task fits one’s personal agenda.
- Cost value: What one has to give up to do a task. / How much effort must be exerted.