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Are you feeling successful?: Examining postsecondary student perceptions of success with an expectancy value theory lens

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Abstract

Expectancy Value Theory (EVT) is a prominent theory on student motivation. To add to the growing research in this area, we investigated students within a large, mandatory course outside of the STEM areas, to examine perceptions of success utilizing an EVT lens. The aim of our study was twofold. First, to examine students' open-ended responses about what makes them feel successful. Second, to determine if students’ indorsement of expectancy, value, and control could predict their feelings of success. The study consisted of 210 students who completed an online questionnaire with items related to demographics, EVT components, and questions about their success in the course. Deductive coding was utilized to examine their feelings of success based on the EVT components. Regression analysis was utilized to predict perceptions of success. Students identified several components of their course that were associated with expectancy, value, and cost. Students' perceptions of success were positively predicted by expectancy and negatively predicted by cost while value was not a significant predictor. Our results speak to the importance of expectancy, value, and cost when designing large, mandatory courses. We provided several recommendations for instructors when designing courses, and also highlight limitations and future research directions.

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  1. Dept. of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada

    Lauren D. Goegan, Bryce S. Dueck & Lia M. Daniels

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  1. Lauren D. Goegan
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Correspondence to Lauren D. Goegan.

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Goegan, L.D., Dueck, B.S. & Daniels, L.M. Are you feeling successful?: Examining postsecondary student perceptions of success with an expectancy value theory lens. Soc Psychol Educ 24, 985–1001 (2021). https://doi.org/10.1007/s11218-021-09641-y

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