Profiles in Mathematics Based on Expectancy-Value Theory and Differences in Cognitive Engagement

The present study were to classify motivational profiles based on expectancy-value theory and to investigate differences in cognitive engagement depending between the profiles. For these purposes, latent profile analysis was conducted with data of 418 middle and high school students in Gyeonggi-do, and the students were classified into four groups depending on the levels of expectancy, task values, and task cost. First, we found four profiles: ‘high expectancy-value’ with the high levels of expectancy and three task values, ‘medium expectancy-value’ with the middle levels of expectancy and three task values, ‘low expectancy-intrinsic value’ with the middle levels of utility and achievement values and the low levels of intrinsic values and expectancy, and ‘low expectancy-value-cost’ with the low level of expectancy and three task value. Expectancy and intrinsic value were found to be important factors in distinguishing profiles. Each profile shows a difference in cognitive engagement.