Expectancy-value theory: Explaining motivations for Internet use among college students

This study sought to investigate the students' motivations for using the Internet. It used the expectancy-value theory in measuring the respondents' motivations for using the Internet and in accounting for their time spent online. A high expectancy-value or e*motivation score means that the student has a high expectation about the benefits of the Internet and that he or she considers those benefits as highly important.; Three hundred and fifty-seven college students at Southern Illinois University participated in the survey. The main findings of the study included the following: (a) Expectancy-value score (e*motives) and Internet experience significantly predicted Internet use. A student with high e*motives and high Internet experience tends to spend more time online. (b) Internet experience, income and race significantly predicted e*motives. This means that students who are experienced online, with high income and belonging to a minority group (non-White) tend to show high motivations to using the Internet.; A new way of measuring Internet experience was introduced in this study. Activities online were factored into measuring experience in addition to the number of years that the student has been on the Internet. In fact, activities online were even found to be a far better predictor of e*motives than the number of years online.; Several recommendations were discussed in this study so that other researchers will be able to build on this work and arrive at a more comprehensive understanding of cyber motivations and how they account for time spent online. One of the suggestions offered was for researchers to examine the issue of gratifications obtained or satisfaction and see how this variable modifies e*motives and consequently Internet use.