Fishbein’s (1974) model was used by Eccles and Wigfield (2000) in their Expectancy–Value Theory of Achievement Motivation. The theory aims to explain the behavior of individuals through their expectancies or motives (Fishbein, 1974) but specifically with achievement motivation (Eccles et al., 2000). The theory suggested that individuals with high expectancy rate (ability beliefs, expectancies for success, and subjective task values) will more likely to predict high level individual achievement. On the other hand, individuals with low rate of expectancy will less likely to achieve their expected outcomes. Research has established the relationship between expectancy and achievement. Recent studies showed that achievement of students varies
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Egan, Clarkson and Hirt (2014) point self-control as an important factor of expectancy and academic achievement among students. Another, self-concept was found to mediate between the relationship of expectancy and achievement. Guo, Marsh, Parker, Morin and Yeung’s (2015) study investigated the relationship of mathematical motivation (academic self-concept and task values) to educational outcomes using the expectancy-value theory. The EVT was used to explain the cause of student outcomes through self-concept and task values. The results showed that low utility values individuals tend to give more importance to his or her self-concept. In contrast, McKown and Weinstein (2008) found that teacher expectations were negative predictors of students’ achievement. The teachers tend to apply racism and stereotyping to students, For example, teacher has greater expectations to American-Asian and European- American compared to African American and Latino students that manifest through the students’ achievement. Students tend to change their motivation once they felt that their teacher look at them in a wrong and unacceptable manner. Once their expectations towards something or someone failed, it either leads to error-related negativity or error-related positivity (Kim, Marulis, Grammer Morrison & Gehring,
Egan, Clarkson and Hirt (2014) point self-control as an important factor of expectancy and academic achievement among students. Another, self-concept was found to mediate between the relationship of expectancy and achievement. Guo, Marsh, Parker, Morin and Yeung’s (2015) study investigated the relationship of mathematical motivation (academic self-concept and task values) to educational outcomes using the expectancy-value theory. The EVT was used to explain the cause of student outcomes through self-concept and task values. The results showed that low utility values individuals tend to give more importance to his or her self-concept. In contrast, McKown and Weinstein (2008) found that teacher expectations were negative predictors of students’ achievement. The teachers tend to apply racism and stereotyping to students, For example, teacher has greater expectations to American-Asian and European- American compared to African American and Latino students that manifest through the students’ achievement. Students tend to change their motivation once they felt that their teacher look at them in a wrong and unacceptable manner. Once their expectations towards something or someone failed, it either leads to error-related negativity or error-related positivity (Kim, Marulis, Grammer Morrison & Gehring,