Expectancy-value account of homework effort and motivation¶

Theory · All theories
Evidence · 2 claims (2 for) · 3 studies (3 review), q2 · 0 of 3 report an effect size · 1 claim rests on one study

Description¶

The paper applies expectancy-value theory to homework: since teachers cannot watch students outside school, effort depends on whether students value the assignment and expect they can make progress on their own. "Students will apply effort to homework when they believe doing so will help them to learn." Rewards, grades, punishments, and threats are described as an ineffective 'bag of tricks'; value comes from clear connection to a next step in learning, not entertainment.

Design Implications¶

Context¶

Requirements¶

• Homework must connect clearly to a next step in a learning process and be at a difficulty level where students expect to make progress

Constraints¶

• The paper cautions against overly high expectations for homework being fun, since homework is never that fun compared to alternatives

Target Learners¶

• K-12 students doing independent work at home

Target Learning Objectives¶

• Motivation and effort on independent assignments

Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. [+M]
• Parental focus on compliance harms homework learning, while supporting effort and process helps [+W]

Related Theories¶

• Self-Efficacy Theory
• ARCS Model of Motivational Design

Examples¶

• Motivation

Key Sources¶

• Roschelle, J. & Hodkowski, N.M. (2020). Using Research on Homework to Improve Remote and Hybrid Learning [White Paper]. San Mateo, CA: Digital Promise. http://hdl.handle.net/20.500.12265/107