there was no negative influence from the extrinsic reward. More research is needed to

understand the positive influences of extrinsic motivation, especially if students are often

motivated extrinsically and gradually become more intrinsically motivated over time.

 A review of the literature finds disagreement in the definition of task value

motivation and how it is utilized in different expectancy-value motivation models. Task

value motivation sometimes incorporates intrinsic and extrinsic interests and is

sometimes referred to as incentive motivation (Pintrich & Schunk, 2002). Other

researchers refer to task value as a level of importance placed on a task (Battle, 1965)

which is how task value is defined in this study. Considering the importance of task value

to learning, Feather (1988) found task value to be specific to a college student's academic

major. For example, a student with a high task value in math had higher perceptions of

their ability in math, as well as an increase of personal values concerning achievement in

math.

Affective motivation

 Affective motivation is not a component of expectancy value theory, but is

becoming more common in recent models of motivation as researchers explore the role of

emotion in motivating students. It is included here because the measure of motivation

chosen by the researcher included an affective component identified as test anxiety.

Throughout the literature, there is evidence that test anxiety is detrimental to academic

achievement and learning (Pintrich, Smith, Garcia & McKeachie, 1991). The two main

components of test anxiety are worry and emotion. Some evidence suggests that emotions

cause worry making test anxiety a behavioral construct (Hembree, 1988). Treatment of

students' test anxiety is best provided by reducing worry and the emotionality associated

with the test. This has shown to increase academic performance (Hembree).