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CAUSE OF MOTIVATIONAL PATTERNS
CAUSE OF MOTIVATIONAL PATTERNS
Motivational patterns can be explained through the expectancy-value framework (Eccles et al., 1983; Eccles & Wigfield, 2002). According to this perspective, learners’ motivation is shaped by two central components: their expectancies for success (“Can I do this task?”) and the value they attach to the task (“Why should I do this task?”).
Expectancy refers to self-efficacy, ability beliefs, and perceptions of competence.
Value includes interest, importance, usefulness, and cost.
From this lens, metamotivation emerges as students reflect on what drives them whether it's through intrinsic enjoyment (intrinsic value), usefulness for future goals (utility value), personal importance (attainment value), or avoidance of negative outcomes such as wasted time or failure (cost).
Intrinsic value: enjoyment or interest in the task
Utility value: perceived usefulness for future goals
Attainment value: alignment with identity or personal standards
Cost: effort, time, and lost opportunities
This reflective process helps learners manage both intrinsic and extrinsic sources of motivation.
Metamotivation is closely tied to metacognition. Expectancy-value theory assumes that students’ competence beliefs (self-efficacy, perceptions of ability) not only determine whether they attempt a task but also influence how they regulate their learning strategies. When students believe they can succeed, they are more likely to plan, monitor, and adapt their learning effectively.
The value component explains goal-directedness. Goals differ in strength depending on whether they are linked to intrinsic interest, future opportunities (utility), or identity and personal standards (attainment value). The greater the perceived value, the more likely students are to set and pursue goals—even when faced with high costs such as time and effort.
Finally, expectancy-value theory highlights the connection between cognitive and motivational regulation. As Eccles and Wigfield (2002) note, students need not only strategies to regulate their thinking but also ways to sustain motivation in the face of distractions, competing goals, or negative emotions. Motivational regulation, therefore, often involves either strengthening the perceived value of the task or enhancing one’s expectancy for success.
Cause of Major Patterns
Cause of Major Patterns
According to Zimmerman’s theory of self-regulated learning, the pattern of setting and pursuing goals is caused by learners actively engaging in the forethought phase, where they plan, set goals, and develop strategies to guide their learning. Motivation comes from:
Self-efficacy beliefs → Students set goals when they believe they can influence their performance.
Goal orientation → Choosing between task (mastery) and outcome (performance) goals shapes the kind of motivation they experience.
Self-motivation beliefs → Expectations of success and the value they place on the task push them to establish specific, achievable goals.
Feedback loop → Through the self-reflection phase, students evaluate progress and adjust goals, which strengthens motivation.
In short: Zimmerman explains that the cause of this motivational pattern lies in students’ ability to self-regulate—to plan, monitor, and reflect on their learning. Goal-setting emerges because students believe effort and strategies will improve performance (self-efficacy) and because they value growth and achievement.
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