Using Expectancy Theory to Assess Student Motivation.

This study uses Vroom's (1964) expectancy theory to assess accounting students' motivation to exert academic effort. Using a within-persons decision-modeling approach, the valence model of expectancy theory was found to accurately predict individuals' valence decisions (mean adjusted R² = .72) associated with increased grades, and the force model was found to accurately predict student's effort level decisions (mean adjusted R² = .69) to strive for academic success. The results also support the three second-level outcomes of: 1) increased GPA, 2) superior post-college job performance, and 3) increased self-esteem as motivational forces affecting students. The results indicate valence decisions were more influential than expectancy of improved grades in determining a student's effort levels. Increases in effort due to increased expectancy of success rose at a marginally declining rate. Significant individual differences were also found regarding both expectancy models, which reaffirms the need for a within-persons analysis of expectancy theory. Implications for teaching and avenues for future research are offered.