Leveraging Situated Expectancy-Value Theory to Enhance Student Persistence: A Reflection-Based Approach

Abstract

In agricultural education, students often possess the technical ability to succeed but choose to disengage when the material becomes challenging. According to Situated Expectancy-Value Theory (SEVT), a framework developed by Jacquelynne Eccles and colleagues, student motivation is not a static trait but a dynamic process driven by two primary factors: expectancy for success (Can I do this?) and subjective task value (Is it worth my time?). Although educators are skilled at teaching the “how” of agriculture, students frequently struggle with the “why”. When students do not see the immediate relevance of a lesson, the perceived cost (the effort, time, and emotional energy required) begins to outweigh the perceived benefits. To combat this, instructors must move beyond simple knowledge transmission and actively help students construct utility value (usefulness for future goals) and attainment value (relevance to personal identity). This teaching tip provides a structured “Utility-Value Reflection” strategy to help students bridge the gap between abstract classroom concepts and their future professional aspirations.