The Expectancy-Value Model Of Student Motivation In Students

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The issue in this research paper is about self-motivation in students itself about their satisfaction in study. Based on (Paul R. Pintrich and Elisabeth V. De Groot, 1990), the theoretical framework for conceptualizing student motivation is an adaptation of a general expectancy-value model of motivation. It also states that there are three motivational components that may be linked to the three different components of self-regulated learning: (a) An expectancy component, which includes students ' beliefs about their ability to perform a task, (b) A value component, which includes students ' goals and beliefs about the importance and interest of the task, and (c) An affective component, which includes students ' emotional reactions to the task. The expectancy component of student motivation has been conceptualized in a variety of ways in the motivational literature (e.g., perceived competence, self-efficacy, attributional style, and control beliefs), but the basic construct involves students ' beliefs that they are able to perform the task and that they are responsible for their own performance. In This sense, the expectancy component involve students ' answers to the question, "Can I do this task?" Different aspects of the expectancy component have been linked to students ' metacognition, their use of cognitive strategies, and their effort management. In general, the research suggests that students who believe they are capable engage in more metacognition, use more cognitive

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