Expectations and Values in Students

In this theoretical element of the system of psychosocial education and preparation, emphasis is placed on behavior as a connecting function between: Student expectations on the provision or benefit of a particular outcome, as a function derived from the conduct of specific behavior; measures and how they value the result achieved. This theory presupposes the fact that students judge the possibilities of achieving different goals in given situations. In this case, students are not motivated to target the impossible and consequently do not undertake initiatives or set goals they deem impossible; even positive expectations do not derive action if the goal turns out inaccessible. An attractive goal or goal associated with the belief that this goal is achievable, motivates students to act. Expectations of results and values have an influence on the student, but they do not guarantee motivation and learning. Students evaluated by what teachers think will not be motivated to learn from teacher appraisal if they doubt their skills. Ineffectiveness differs from expectations and values differs on the beliefs that students have on their learning abilities. They effectively acquire the skills and knowledge necessary to obtain or achieve the assessed results. If we pass on attributes, we will see that these have to do with how students try to explain the causes of events that are significant to them . In situations related to their achievements, students often attribute successes and failures to factors such as: effort, ability, difficulty of office and destiny. While attributes influence expectations for success in the future, thinking or taking the same learning conditions, the learners attribute the previous successes to sustainable factors. Also, students who succeed through great efforts find themselves more capable than those who succeed with ease. Success over the task that is defined as easy will not increase self-efficacy as much as the success achieved on the difficult task. Efficiency rating depends on attributing factors, just as other influences, such as the circumstances under which performance occurs