Expectancy and equity theory.edited

 

Student's Name

Institutional affiliation

Expectancy and equity theory

Using the expectancy theory, I feel motivated when the teacher recognizes my hard work effort in class. Whenever the teacher acknowledges my excellent performance in class, then I feel motivated. I always want to be identified among the best students in the production. My hard work effort is regularly recognized using gifts such as books in the classroom. Through these gifts, valence is expressed. Instrumentality is explored where the teacher acts as my role model by showing good characters that can be emulated by the students.

 Whenever the teacher does not recognize my excellent work in class, then I feel I am not motivated. The moral of working hard reduce as my efforts were not identified in the category. For motivation in class, the teacher should put in place more gifts that are meant for the students that improve and those that work extremely hard. This will steer up the students to continue working hard.

While in class, I usually feel that girls are somehow favored more than men. Whenever we make an effort to complete an assignment in time, the other groups are added more time to complete their tasks. This is not according to the rules as the other group should be deducted marks for finishing late. On the other hand, in case we are late in our group work assignments, marks are deducted.

This showed a sign of inequality. To bring this behavior to an, we approached the teacher to explain to us why he usually does so. After a series of dialogue in class, the teacher agreed that all groups will be treated equally and that all the assignment rules will be followed to the latter. Besides, I would have sort to have another teacher discuss the issue in class as a neutral person to make the last judgment on the subject.

 

Work cited

Fathali M Moghaddam. Multiculturalism and intergroup relations: Psychological implications for democracy in the global context. (2008)

Frederik Anseel and Wouter Duyck.  Implicit letter preference in job choice; An experimental test of the role of cognitive load. (2009).