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Studenters beteenden i relation till expectancy-value teorin

Harrysson Sheppard, Elliot LU and Haraldsson Löfving, Julius LU (2026) PSYK12 20261
Department of Psychology
Abstract (Swedish)
Denna studie menade att undersöka ifall det går att förstå studenters beteenden i studierelaterade situationer utifrån expectancy-value teorin. Beteendena delades in i de fyra kategorierna: studier, andra konstruktiva beteenden, self-handicapping och prokrastinering. Metodiken i studien användes i syfte att spegla expectancy-value teorin där värderingen av en konsekvens samt förväntan att den konsekvensen är ett utfall av ett specifikt beteende. Detta skapade ett värde för expectancy x value av beteendet. Undersökningen var kvantitativ och genomfördes av en enkät med tvärsnittsdesign. Enkäten var indelad i tre delar: utförande av beteende, förväntade konsekvenser och värdering av konsekvenser. 47 studenter från Lunds universitet svarade på... (More)
Denna studie menade att undersöka ifall det går att förstå studenters beteenden i studierelaterade situationer utifrån expectancy-value teorin. Beteendena delades in i de fyra kategorierna: studier, andra konstruktiva beteenden, self-handicapping och prokrastinering. Metodiken i studien användes i syfte att spegla expectancy-value teorin där värderingen av en konsekvens samt förväntan att den konsekvensen är ett utfall av ett specifikt beteende. Detta skapade ett värde för expectancy x value av beteendet. Undersökningen var kvantitativ och genomfördes av en enkät med tvärsnittsdesign. Enkäten var indelad i tre delar: utförande av beteende, förväntade konsekvenser och värdering av konsekvenser. 47 studenter från Lunds universitet svarade på enkäten i vår undersökning. I studien framkom det att deltagarna främst prokrastinerade, studerade samt utövade andra konstruktiva beteenden, vidare utövades self-handicapping i minst utsträckning. De konsekvenser som hade mest förväntningar på de olika beteendekategorierna var att studier förväntades leda till uppnådda studiemål samt att välmående förväntades uppnås av andra konstruktiva beteenden. Vidare hade self-handicapping och prokrastinering låga förväntningar att leda till några av konsekvenserna i studien. Alla konsekvenserna i studien värderades positivt där välmående, socialt liv och studiemål var de konsekvenser med starkast värdering. Gällande expectancy x value var det enbart produkterna för att studier leder till uppnådda studiemål och att andra konstruktiva beteenden leder till välmående som hade en positiv motivation. (Less)
Abstract
This study aimed to explore students' behaviours in relation to studies, based on the practical use of the expectancy-value theory. The behaviours were categorized into four different categories: studies, constructive behaviours, self-handicapping and procrastination. The methodology was designed to reflect the expectancy-value theory since the expected consequence of a certain behaviour and the evaluation of that consequence construct a value for expectancy x value. The study used a quantitative survey with a cross-sectional design that was split into three parts. These were performed behaviour, expected consequences, and evaluation of consequences. 47 students from Lund university answered the survey in our study. In conclusion the... (More)
This study aimed to explore students' behaviours in relation to studies, based on the practical use of the expectancy-value theory. The behaviours were categorized into four different categories: studies, constructive behaviours, self-handicapping and procrastination. The methodology was designed to reflect the expectancy-value theory since the expected consequence of a certain behaviour and the evaluation of that consequence construct a value for expectancy x value. The study used a quantitative survey with a cross-sectional design that was split into three parts. These were performed behaviour, expected consequences, and evaluation of consequences. 47 students from Lund university answered the survey in our study. In conclusion the results showed that the participants performed procrastination, studies and constructive behaviours the most, while they performed self-handicapping the least. The strongest expected consequences from the categories of behaviour were that studies would lead to academic achievements, and that constructive behaviours would lead to well being. Furthermore, self-handicapping and procrastination both had low expectations of leading to any of the consequences. All consequences were valued positively but well being, social life and achieving academic goals was especially valued. Concerning expectancy x value, the products that indicated a positive motivation were that studies lead to achieving academic goals and that constructive behaviour lead to well being. (Less)
Please use this url to cite or link to this publication:
author
Harrysson Sheppard, Elliot LU and Haraldsson Löfving, Julius LU
supervisor
organization
course
PSYK12 20261
year
type
M2 - Bachelor Degree
subject
keywords
expectancy-value teorin, self-handicapping, prokrastinering, procrastination
language
Swedish
id
9235835
date added to LUP
2026-06-17 11:15:22
date last changed
2026-06-17 11:15:22
@misc{9235835,
  abstract     = {{This study aimed to explore students' behaviours in relation to studies, based on the practical use of the expectancy-value theory. The behaviours were categorized into four different categories: studies, constructive behaviours, self-handicapping and procrastination. The methodology was designed to reflect the expectancy-value theory since the expected consequence of a certain behaviour and the evaluation of that consequence construct a value for expectancy x value. The study used a quantitative survey with a cross-sectional design that was split into three parts. These were performed behaviour, expected consequences, and evaluation of consequences. 47 students from Lund university answered the survey in our study. In conclusion the results showed that the participants performed procrastination, studies and constructive behaviours the most, while they performed self-handicapping the least. The strongest expected consequences from the categories of behaviour were that studies would lead to academic achievements, and that constructive behaviours would lead to well being. Furthermore, self-handicapping and procrastination both had low expectations of leading to any of the consequences. All consequences were valued positively but well being, social life and achieving academic goals was especially valued. Concerning expectancy x value, the products that indicated a positive motivation were that studies lead to achieving academic goals and that constructive behaviour lead to well being.}},
  author       = {{Harrysson Sheppard, Elliot and Haraldsson Löfving, Julius}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Studenters beteenden i relation till expectancy-value teorin}},
  year         = {{2026}},
}