Graduate Student Experiences With Expectancy-Value-Cost Theory Motivational Constructs: A Mixed-Methods Perspective

• In Event: Graduate Student Experiences, Socialization, and Community

Abstract

Doctoral studies require robust levels of motivation if students are to be successful. Through the theoretical lens of expectancy-value-cost theory (EVCT), the current study attempted to identify and characterize relevant motivational constructs in the lived experiences of 25 PhD biology students. Using a sequential mixed methods exploratory research approach, salient themes were identified in semi-structured interviews, and their underlying relationships were evaluated using correlational statistical analyses. Findings highlighted the importance of support and collaboration through interpersonal relationships, which served as lenses through which students viewed their own strengths and weaknesses. Results also emphasized the predominant influence of higher self-efficacy/ability beliefs and subjective task values related to their experiences.

Authors

• Rebecca Brockbank, Utah State University
  Presenting Author

• David F. Feldon, Utah State University
  Non-Presenting Author