Systematic Literature Review of Expectancy Values Theory in Higher Education: Implications for Yoga Instruction

Abstract

Learning motivation is a key determinant of students’ engagement, achievement, and sustained participation in physical education. However, research on learning motivation in higher education physical education remains theoretically fragmented. Guided by Expectancy-Value Theory (EVT), this systematic review synthesizes empirical studies examining learning motivation in higher education physical education and related contexts published between 2004 and 2025. Following a structured review process, 15 empirical studies were identified and analyzed in terms of research characteristics, methodological approaches, theoretical applications, and key findings. The results reveal that existing research primarily focuses on behavioral participation and learning processes, relies heavily on quantitative questionnaire-based designs, and pays limited attention to higher education populations. The review further highlights the value of EVT for understanding students’ participation decisions, enhancing classroom motivation, strengthening perceived course value, and informing motivation-oriented instructional evaluation. These findings provide theoretical and empirical support for the development of motivation-oriented instructional design and pedagogical reform in university yoga courses.