Expectation-by-value model
Expectation-for-value models are psychological models that explain the formation of the intention to act. You derive the motivation for a certain behavior from two assessments:
- the subjective expectation (probability calculation) of the behavioral consequences
- the subjective value of the behavioral consequences.
These calculations and evaluations usually take place quickly and unconsciously.
Expectation-times-value models are of great importance in behavioral economics and are based on the mathematical construct expected value .
The motivation to show a certain behavior results from the product of the value of the behavioral consequence (emotional or rational) and the subjective expectation of achieving the desired consequence with the behavior; formal: M = W × E. From a motivational point of view, a high value can thus compensate for low prospects of success, or a low value is compensated for by high success prospects.
John William Atkinson's (1964) risk-choice model is an example of an E x W model in the performance domain.
Application in educational psychology
Beginning in the 1980s, the American researchers Jacquelynne Eccles and Allan Wigfield transferred and modified this approach in the educational field. In their expectancy value theory they postulate that the achievement motivation of students, their stamina and the choice of which tasks they tackle are directly linked to their expectations of success (" expectation of success" ) and the subjective value they are Measure task. There are various influences on these components, for example the cultural milieu.
The concept of values ("value component", subjective task value ) is divided into the following components:
- Attainment value (importance, identification with the subject and the school in general),
- Intrinsic value (interest, enjoyment of the task),
- Utility value (use for short and long term goals) and
- Cost ( opportunity cost ).
According to empirical findings, this task value has the strongest direct influence on the choice of courses, while the success expectations directly influence performance.
See also
swell
- Atkinson, John William: An introduction to motivation. New York et al .: Van Nostrand 1964. Ger .: Introduction to motivational research. Stuttgart: Klett 1975, ISBN 3-12-920210-2
- Wigfield, Eccles: The development of achievement task values: A theoretical analysis. Maryland, Colorado 1992