RUME 28
2026
Alexandria, Virginia
Using Expectancy-Value Theory to Explore Motivations in Inquiry-Oriented Linear Algebra
Page: 557
This study examines undergraduate student motivation in an inquiry-oriented linear algebra course using expectancy-value theory (EVT). While EVT has more frequently been applied in K–12 settings, its use in undergraduate mathematics remains limited. Through interviews with four students, this study explores how components of EVT—expectation for success, attainment value, intrinsic value, utility value, and cost—relate to students’ engagement. Findings show that the expectancy-value theory can be helpful in making sense of the motivations of undergraduate students. Students were motivated in different ways, with many citing their key influences as collaboration, real-world applications, and classroom expectations that promote a novel definition of success. Inquiry-oriented instruction appeared to support positive motivational outcomes by normalizing struggle and promoting group-based problem solving. This suggests EVT is a useful framework for understanding motivations in undergraduate mathematics, particularly in the context of inquiry-oriented instruction.