The expectancy component

 In this study the expectancy component consists of control of learning beliefs and

self-efficacy. The belief is that a positive increase of an expectancy component will

promote learning. A student's belief of their control in learning, or locus of control, is a

main component of many expectancy-value theories. Students who believe they are in

control (internal) of the learning succeed over students who explain away their control

(external) of learning to other factors (Eccles & Wigfield, 2002). Research has found

some evidence that control of learning beliefs change from externally to internally while

attending college, with the greatest change found in students involved in honors programs

(Pascarella & Terenzini, 1991). Research conducted to understand control of learning

beliefs was prominent between the 1960's and 1970's. After this period of time authors

moved on to answer other questions concerning motivation. Still, control of learning

belief is an important part of many expectancy-value theories and the measurement of

motivation.

 Self-efficacy (Bandura, 1977) is accepting one has the capability to complete a

task or goal. Bandura (1994) states the four sources of self-efficacy include mastery of

challenging experiences, vicarious observation of a peer, verbal praise and reducing

stress. As it relates to social-cognitive theory (Bandura, 1986), self-efficacy affects

behavior and environment, but is also an effect of behavior and environment.

Furthermore, there is evidence that self-efficacy may influence the student's choice of

which problem to solve (Schunk, 2000). Referring to expectancy-value motivation in the

context of student engagement, student self-efficacy may affect a student's choice to

solve a problem while expectations of the student and the teacher raise the value placed

on the solution.