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IG INNOVATION ABSTRACTS xo°:2"
3 Cy C parser by the National Institute for Staff and Organizational Develo
AIAN y ga p
‘a With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
HOW TO ENCOURAGE DESPAIRING STUDENTS AND PREVENT
THEM FROM DISAPPEARING
Often students drop classes unnecessarily. They don’t know that, though, and quit working when they
could have succeeded. They sometimes drop despite their instructors’ efforts to encourage them to keep
working and stay in class. Often, instructors just don’t know what to say to motivate these students and watch
helplessly as they struggle, flounder, drift into despair and give up. However, the principles of expectancy
value theory may be useful in talking effectively with discouraged students.
Expectancy Value Theory
The basic premise of the expectancy value theory is: The more confidence one has that an action will
produce a desired result, the more likely one is to complete the action.
Notice the links in the chain:
1. People expect that their actions will produce results.
2. They expect that the results will produce rewards.
3. They expect that the rewards will be valuable.
Expectancy value theory directly implies that college students will stay in a course and work hard when
they believe that staying and working hard will produce rewards that they value. As long as they have positive
expectations, they will persist despite all the common troubles students have—working with difficult material,
making low grades, and having personal problems. If, however, they become convinced that their work is going
to produce nothing rewarding and valuable to them, they will quit. Note that the key to student persistence is
not what really will happen in the future but what students expect will happen.
How to Use Expectancy Value Theory
Expect that Work Leads to Results—Many students truly believe that they are too dumb to succeed, and their
first attempts to study often convince them further. If the work is difficult, if there’s a lot of it, if time is short,
and if learning comes slowly, then students often conclude they can’t learn at all. Conversely, sometimes the
best students set very high standards for themselves, then conclude they cannot get the grade, and become
discouraged.
Sometimes an instructor merely needs to point out that more time on task will improve performance—and
demonstrating same will give the student incentive to continue. For example, many students taking College
Algebra and Calculus need to put in 15 hours or more of study a week; many underestimate "learning time."
As well, they often will learn things one day, forget them the next day, and need to review. They should be
told that this cycle is quite normal and that they must devote more time to reviewing previously learned
material. An instructor needs to say, "I know it’s difficult, it could take x-amount of time, but I believe you can
succeed if you take my suggestion."
Students often use ineffective study techniques; assuming that this is likely, instructors should describe
techniques that work. For example, in our Anatomy and Physiology course (taken by students in such programs
as Dental Hygiene, Nursing, and Respiratory Therapy) both conceptual understanding and an extraordinary
amount of memorization are required. Many students accustomed to making A’s and B’s in courses with a
lighter memory load continue to study anatomy and physiology the same way. They read, they underline, and
they reread. They often cram the material into long study periods. The consequences of their study methods
are short memories and confusion of the new terms. Then, they despair over the results of their exams. An
instructor can demonstrate the use of effective memory techniques—e.g., using the keyword method of
memorizing; distributing study sessions over many shorter sessions; studying a few concepts at a time; building
larger sets gradually; and testing themselves frequently. It is encouraging to hear about methods that promise to
produce good results.
Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
3 Cy C parser by the National Institute for Staff and Organizational Develo
AIAN y ga p
‘a With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
HOW TO ENCOURAGE DESPAIRING STUDENTS AND PREVENT
THEM FROM DISAPPEARING
Often students drop classes unnecessarily. They don’t know that, though, and quit working when they
could have succeeded. They sometimes drop despite their instructors’ efforts to encourage them to keep
working and stay in class. Often, instructors just don’t know what to say to motivate these students and watch
helplessly as they struggle, flounder, drift into despair and give up. However, the principles of expectancy
value theory may be useful in talking effectively with discouraged students.
Expectancy Value Theory
The basic premise of the expectancy value theory is: The more confidence one has that an action will
produce a desired result, the more likely one is to complete the action.
Notice the links in the chain:
1. People expect that their actions will produce results.
2. They expect that the results will produce rewards.
3. They expect that the rewards will be valuable.
Expectancy value theory directly implies that college students will stay in a course and work hard when
they believe that staying and working hard will produce rewards that they value. As long as they have positive
expectations, they will persist despite all the common troubles students have—working with difficult material,
making low grades, and having personal problems. If, however, they become convinced that their work is going
to produce nothing rewarding and valuable to them, they will quit. Note that the key to student persistence is
not what really will happen in the future but what students expect will happen.
How to Use Expectancy Value Theory
Expect that Work Leads to Results—Many students truly believe that they are too dumb to succeed, and their
first attempts to study often convince them further. If the work is difficult, if there’s a lot of it, if time is short,
and if learning comes slowly, then students often conclude they can’t learn at all. Conversely, sometimes the
best students set very high standards for themselves, then conclude they cannot get the grade, and become
discouraged.
Sometimes an instructor merely needs to point out that more time on task will improve performance—and
demonstrating same will give the student incentive to continue. For example, many students taking College
Algebra and Calculus need to put in 15 hours or more of study a week; many underestimate "learning time."
As well, they often will learn things one day, forget them the next day, and need to review. They should be
told that this cycle is quite normal and that they must devote more time to reviewing previously learned
material. An instructor needs to say, "I know it’s difficult, it could take x-amount of time, but I believe you can
succeed if you take my suggestion."
Students often use ineffective study techniques; assuming that this is likely, instructors should describe
techniques that work. For example, in our Anatomy and Physiology course (taken by students in such programs
as Dental Hygiene, Nursing, and Respiratory Therapy) both conceptual understanding and an extraordinary
amount of memorization are required. Many students accustomed to making A’s and B’s in courses with a
lighter memory load continue to study anatomy and physiology the same way. They read, they underline, and
they reread. They often cram the material into long study periods. The consequences of their study methods
are short memories and confusion of the new terms. Then, they despair over the results of their exams. An
instructor can demonstrate the use of effective memory techniques—e.g., using the keyword method of
memorizing; distributing study sessions over many shorter sessions; studying a few concepts at a time; building
larger sets gradually; and testing themselves frequently. It is encouraging to hear about methods that promise to
produce good results.
Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
Edited Text
IG INNOVATION ABSTRACTS xo°:2"
3 Cy C parser by the National Institute for Staff and Organizational Develo
AIAN y ga p
‘a With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
HOW TO ENCOURAGE DESPAIRING STUDENTS AND PREVENT
THEM FROM DISAPPEARING
Often students drop classes unnecessarily. They don’t know that, though, and quit working when they
could have succeeded. They sometimes drop despite their instructors’ efforts to encourage them to keep
working and stay in class. Often, instructors just don’t know what to say to motivate these students and watch
helplessly as they struggle, flounder, drift into despair and give up. However, the principles of expectancy
value theory may be useful in talking effectively with discouraged students.
Expectancy Value Theory
The basic premise of the expectancy value theory is: The more confidence one has that an action will
produce a desired result, the more likely one is to complete the action.
Notice the links in the chain:
1. People expect that their actions will produce results.
2. They expect that the results will produce rewards.
3. They expect that the rewards will be valuable.
Expectancy value theory directly implies that college students will stay in a course and work hard when
they believe that staying and working hard will produce rewards that they value. As long as they have positive
expectations, they will persist despite all the common troubles students have—working with difficult material,
making low grades, and having personal problems. If, however, they become convinced that their work is going
to produce nothing rewarding and valuable to them, they will quit. Note that the key to student persistence is
not what really will happen in the future but what students expect will happen.
How to Use Expectancy Value Theory
Expect that Work Leads to Results—Many students truly believe that they are too dumb to succeed, and their
first attempts to study often convince them further. If the work is difficult, if there’s a lot of it, if time is short,
and if learning comes slowly, then students often conclude they can’t learn at all. Conversely, sometimes the
best students set very high standards for themselves, then conclude they cannot get the grade, and become
discouraged.
Sometimes an instructor merely needs to point out that more time on task will improve performance—and
demonstrating same will give the student incentive to continue. For example, many students taking College
Algebra and Calculus need to put in 15 hours or more of study a week; many underestimate "learning time."
As well, they often will learn things one day, forget them the next day, and need to review. They should be
told that this cycle is quite normal and that they must devote more time to reviewing previously learned
material. An instructor needs to say, "I know it’s difficult, it could take x-amount of time, but I believe you can
succeed if you take my suggestion."
Students often use ineffective study techniques; assuming that this is likely, instructors should describe
techniques that work. For example, in our Anatomy and Physiology course (taken by students in such programs
as Dental Hygiene, Nursing, and Respiratory Therapy) both conceptual understanding and an extraordinary
amount of memorization are required. Many students accustomed to making A’s and B’s in courses with a
lighter memory load continue to study anatomy and physiology the same way. They read, they underline, and
they reread. They often cram the material into long study periods. The consequences of their study methods
are short memories and confusion of the new terms. Then, they despair over the results of their exams. An
instructor can demonstrate the use of effective memory techniques—e.g., using the keyword method of
memorizing; distributing study sessions over many shorter sessions; studying a few concepts at a time; building
larger sets gradually; and testing themselves frequently. It is encouraging to hear about methods that promise to
produce good results.
Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
3 Cy C parser by the National Institute for Staff and Organizational Develo
AIAN y ga p
‘a With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
HOW TO ENCOURAGE DESPAIRING STUDENTS AND PREVENT
THEM FROM DISAPPEARING
Often students drop classes unnecessarily. They don’t know that, though, and quit working when they
could have succeeded. They sometimes drop despite their instructors’ efforts to encourage them to keep
working and stay in class. Often, instructors just don’t know what to say to motivate these students and watch
helplessly as they struggle, flounder, drift into despair and give up. However, the principles of expectancy
value theory may be useful in talking effectively with discouraged students.
Expectancy Value Theory
The basic premise of the expectancy value theory is: The more confidence one has that an action will
produce a desired result, the more likely one is to complete the action.
Notice the links in the chain:
1. People expect that their actions will produce results.
2. They expect that the results will produce rewards.
3. They expect that the rewards will be valuable.
Expectancy value theory directly implies that college students will stay in a course and work hard when
they believe that staying and working hard will produce rewards that they value. As long as they have positive
expectations, they will persist despite all the common troubles students have—working with difficult material,
making low grades, and having personal problems. If, however, they become convinced that their work is going
to produce nothing rewarding and valuable to them, they will quit. Note that the key to student persistence is
not what really will happen in the future but what students expect will happen.
How to Use Expectancy Value Theory
Expect that Work Leads to Results—Many students truly believe that they are too dumb to succeed, and their
first attempts to study often convince them further. If the work is difficult, if there’s a lot of it, if time is short,
and if learning comes slowly, then students often conclude they can’t learn at all. Conversely, sometimes the
best students set very high standards for themselves, then conclude they cannot get the grade, and become
discouraged.
Sometimes an instructor merely needs to point out that more time on task will improve performance—and
demonstrating same will give the student incentive to continue. For example, many students taking College
Algebra and Calculus need to put in 15 hours or more of study a week; many underestimate "learning time."
As well, they often will learn things one day, forget them the next day, and need to review. They should be
told that this cycle is quite normal and that they must devote more time to reviewing previously learned
material. An instructor needs to say, "I know it’s difficult, it could take x-amount of time, but I believe you can
succeed if you take my suggestion."
Students often use ineffective study techniques; assuming that this is likely, instructors should describe
techniques that work. For example, in our Anatomy and Physiology course (taken by students in such programs
as Dental Hygiene, Nursing, and Respiratory Therapy) both conceptual understanding and an extraordinary
amount of memorization are required. Many students accustomed to making A’s and B’s in courses with a
lighter memory load continue to study anatomy and physiology the same way. They read, they underline, and
they reread. They often cram the material into long study periods. The consequences of their study methods
are short memories and confusion of the new terms. Then, they despair over the results of their exams. An
instructor can demonstrate the use of effective memory techniques—e.g., using the keyword method of
memorizing; distributing study sessions over many shorter sessions; studying a few concepts at a time; building
larger sets gradually; and testing themselves frequently. It is encouraging to hear about methods that promise to
produce good results.
Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
3 Cy C parser by the National Institute for Staff and Organizational Develo
AIAN y ga p
‘a With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
HOW TO ENCOURAGE DESPAIRING STUDENTS AND PREVENT
THEM FROM DISAPPEARING
Often students drop classes unnecessarily. They don’t know that, though, and quit working when they
could have succeeded. They sometimes drop despite their instructors’ efforts to encourage them to keep
working and stay in class. Often, instructors just don’t know what to say to motivate these students and watch
helplessly as they struggle, flounder, drift into despair and give up. However, the principles of expectancy
value theory may be useful in talking effectively with discouraged students.
Expectancy Value Theory
The basic premise of the expectancy value theory is: The more confidence one has that an action will
produce a desired result, the more likely one is to complete the action.
Notice the links in the chain:
1. People expect that their actions will produce results.
2. They expect that the results will produce rewards.
3. They expect that the rewards will be valuable.
Expectancy value theory directly implies that college students will stay in a course and work hard when
they believe that staying and working hard will produce rewards that they value. As long as they have positive
expectations, they will persist despite all the common troubles students have—working with difficult material,
making low grades, and having personal problems. If, however, they become convinced that their work is going
to produce nothing rewarding and valuable to them, they will quit. Note that the key to student persistence is
not what really will happen in the future but what students expect will happen.
How to Use Expectancy Value Theory
Expect that Work Leads to Results—Many students truly believe that they are too dumb to succeed, and their
first attempts to study often convince them further. If the work is difficult, if there’s a lot of it, if time is short,
and if learning comes slowly, then students often conclude they can’t learn at all. Conversely, sometimes the
best students set very high standards for themselves, then conclude they cannot get the grade, and become
discouraged.
Sometimes an instructor merely needs to point out that more time on task will improve performance—and
demonstrating same will give the student incentive to continue. For example, many students taking College
Algebra and Calculus need to put in 15 hours or more of study a week; many underestimate "learning time."
As well, they often will learn things one day, forget them the next day, and need to review. They should be
told that this cycle is quite normal and that they must devote more time to reviewing previously learned
material. An instructor needs to say, "I know it’s difficult, it could take x-amount of time, but I believe you can
succeed if you take my suggestion."
Students often use ineffective study techniques; assuming that this is likely, instructors should describe
techniques that work. For example, in our Anatomy and Physiology course (taken by students in such programs
as Dental Hygiene, Nursing, and Respiratory Therapy) both conceptual understanding and an extraordinary
amount of memorization are required. Many students accustomed to making A’s and B’s in courses with a
lighter memory load continue to study anatomy and physiology the same way. They read, they underline, and
they reread. They often cram the material into long study periods. The consequences of their study methods
are short memories and confusion of the new terms. Then, they despair over the results of their exams. An
instructor can demonstrate the use of effective memory techniques—e.g., using the keyword method of
memorizing; distributing study sessions over many shorter sessions; studying a few concepts at a time; building
larger sets gradually; and testing themselves frequently. It is encouraging to hear about methods that promise to
produce good results.
Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
3 Cy C parser by the National Institute for Staff and Organizational Develo
AIAN y ga p
‘a With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
HOW TO ENCOURAGE DESPAIRING STUDENTS AND PREVENT
THEM FROM DISAPPEARING
Often students drop classes unnecessarily. They don’t know that, though, and quit working when they
could have succeeded. They sometimes drop despite their instructors’ efforts to encourage them to keep
working and stay in class. Often, instructors just don’t know what to say to motivate these students and watch
helplessly as they struggle, flounder, drift into despair and give up. However, the principles of expectancy
value theory may be useful in talking effectively with discouraged students.
Expectancy Value Theory
The basic premise of the expectancy value theory is: The more confidence one has that an action will
produce a desired result, the more likely one is to complete the action.
Notice the links in the chain:
1. People expect that their actions will produce results.
2. They expect that the results will produce rewards.
3. They expect that the rewards will be valuable.
Expectancy value theory directly implies that college students will stay in a course and work hard when
they believe that staying and working hard will produce rewards that they value. As long as they have positive
expectations, they will persist despite all the common troubles students have—working with difficult material,
making low grades, and having personal problems. If, however, they become convinced that their work is going
to produce nothing rewarding and valuable to them, they will quit. Note that the key to student persistence is
not what really will happen in the future but what students expect will happen.
How to Use Expectancy Value Theory
Expect that Work Leads to Results—Many students truly believe that they are too dumb to succeed, and their
first attempts to study often convince them further. If the work is difficult, if there’s a lot of it, if time is short,
and if learning comes slowly, then students often conclude they can’t learn at all. Conversely, sometimes the
best students set very high standards for themselves, then conclude they cannot get the grade, and become
discouraged.
Sometimes an instructor merely needs to point out that more time on task will improve performance—and
demonstrating same will give the student incentive to continue. For example, many students taking College
Algebra and Calculus need to put in 15 hours or more of study a week; many underestimate "learning time."
As well, they often will learn things one day, forget them the next day, and need to review. They should be
told that this cycle is quite normal and that they must devote more time to reviewing previously learned
material. An instructor needs to say, "I know it’s difficult, it could take x-amount of time, but I believe you can
succeed if you take my suggestion."
Students often use ineffective study techniques; assuming that this is likely, instructors should describe
techniques that work. For example, in our Anatomy and Physiology course (taken by students in such programs
as Dental Hygiene, Nursing, and Respiratory Therapy) both conceptual understanding and an extraordinary
amount of memorization are required. Many students accustomed to making A’s and B’s in courses with a
lighter memory load continue to study anatomy and physiology the same way. They read, they underline, and
they reread. They often cram the material into long study periods. The consequences of their study methods
are short memories and confusion of the new terms. Then, they despair over the results of their exams. An
instructor can demonstrate the use of effective memory techniques—e.g., using the keyword method of
memorizing; distributing study sessions over many shorter sessions; studying a few concepts at a time; building
larger sets gradually; and testing themselves frequently. It is encouraging to hear about methods that promise to
produce good results.
Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712