Expectancy-Value Motivation in the Context of a Music Performance Examination

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Expectancy-value theory is a well-established cognitive approach to motivational research that focuses on belief systems, specifically, learners' expectations and valuing of activities in which they are engaged. Investigating this area in music we sampled 723 instrumental music learners aged 9 to 19 to determine their expectations for succeeding on a graded music performance examination. The students completed a questionnaire on the day before their performance examination that sampled their responses according to the four constructs in the expectancy-value framework: Attainment value, intrinsic value, utility value and cost. Results are consistent with findings from research on academic learning suggesting that children's judgments concerning the likelihood for succeeding in the music examination are positively associated with the result they actual obtained from their examiner. We conclude from the studies we have undertaken so far, that beliefs student hold, about their own musical capabilities, are powerful predictors and determinants of achievement. These important and crucial components of motivation deserve continued research attention.

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