Expectancy-value theory as a model for understanding student motivation when solving linear equations

Source abstract

This study aims to explore the role of expectancy-value theory as a psychological model for understanding student motivation when solving linear equations. Drawing on the basic principles of the theory, the research examines how expectations of success and perceived task value influence student engagement, persistence, and performance in this fundamental mathematical concept. The study was conducted with a group of 55 students from the “Heronjtë e Lumës” lower secondary school in Vërmica/Prizren, Republic of Kosovo, using a combination of motivation questionnaires, observations of the task-solving process, and statistical analysis of the results to identify the links between the components of the theory and actual performance. The results show that students with high expectations for success and who perceive linear equations as a concept with practical or academic value show more sustained motivation and more effective solution strategies. On the other hand, a lack of understanding of the importance of the topic is associated with low performance and task avoidance. This study highlights the importance of integrating motivational perspectives into mathematics teaching and suggests that teachers should promote an understanding of the real value of mathematical concepts, as well as strengthen students’ confidence in their abilities, to increase academic success in this area.