Motivational
Patterns
Expectancy Theory is about how individuals make decisions regarding their efforts and motivation based on their beliefs about the relationship between effort, performance, and outcomes. Expectancy theory is based on motivational patterns.
The other theories (Attribution, Self-efficacy, and Mindset) connect to the expectancy theory by influencing the components of expectancy.
Expectancy
Expectancy is the idea of " will my effort lead to performance"? (Hancock, 1995)
Instrumentality
Instrumentality: The belief that successful performance will lead to desirable outcomes (P-to-O expectancy) depends on an individual's understanding of the reward system and the perceived link between performance and rewards. If individuals trust that their efforts will be appropriately rewarded. (Hancock, 1995)
Valence
Valence is rewards, are these rewards worth it? (Hancock, 1995)
High Motivation: This occurs when individuals believe that their efforts will lead to successful performance that successful performance will result in desirable outcomes, and that they highly value these outcomes. When all these factors align positively, individuals are highly motivated to put in the effort.
Low Motivation: Low motivation occurs when any of the three components—expectancy, instrumentality, or valence—is low. For instance, if individuals believe that their efforts won't lead to success or that even if they succeed, it won't result in rewards their motivation will be low.
Due to the high or low motivation that people feel a need to accomplish it turns the focus on how to recover what was lost this relates to the Motivation Recovery theory.
Motivation Recovery: While learned helplessness can initially hinder learning, it's possible to help learners recover their motivation. Providing opportunities for learners to experience success, regain a sense of control, and build confidence can be instrumental in overcoming learned helplessness. Motivation recovery strategies, such as setting achievable goals, offering constructive feedback, and creating a supportive learning environment, can help learners regain their motivation and improve their learning outcomes.
Attribution Style: Learned helplessness often develops when individuals attribute negative outcomes to internal, stable, and global factors.
Past Experiences: Repeated experiences of failure or uncontrollable situations can contribute to the development of learned helplessness.
Cognitive Biases: Cognitive biases, such as overgeneralization (applying negative experiences to all situations), selective abstraction (focusing on the negative aspects of an experience),
It's important to note that these causes are interconnected and can interact in complex ways. Furthermore, individual differences and unique life experiences play a significant role in shaping these motivational patterns.
Learned helplessness : is a psychological theory that explains how individuals may develop a sense of helplessness and lack of motivation when they perceive a lack of control over their circumstances.
The main motivational patterns associated with learned helplessness are:
Pattern : individuals come to believe that their actions have no effect on the outcomes they experience.
This leads to a sense of helplessness, where they believe they cannot control or influence their situation. As a result, they may become passive and unmotivated to try to change or improve their circumstances.
Expectancy Theory suggests that motivation is influenced by the belief that effort leads to success and desirable outcomes. High motivation can lead to active and dedicated learning. Educators and trainers should be aware of these motivational patterns and use strategies to promote positive motivation and address learned helplessness when necessary to enhance learning outcomes.