Exploring student motivation for lecture attendance from a value perspective

Background: Research indicates that students’ physical attendance at lectures in higher education institutions (HEIs) is declining internationally, despite recognised benefits for student learning and achievement. This study investigates university students’ motivation for attending on-site lectures. It draws on expectancy-value theory, which holds that students’ decisions depend on how much they value the learning experience. 
Purpose: The study explores the motivations of a group of Finnish university students to attend lectures by analysing the values they attributed to these, alongside the role of socialisers (peers and teachers), and teachers’ pedagogical methods, in their decision-making process. 
Method: The qualitative study adopted an abductive coding approach to analysing data from interviews with 28 students from three different disciplines (medicine, educational sciences and economics) at two universities in Finland. 
Findings: Students attended lectures primarily for their utility value—especially when lectures provided essential, profession‑relevant knowledge. They preferred practical, student‑centred teaching methods and valued lectures with a positive classroom climate. A desire to fit in also motivated attendance. Conversely, lectures perceived as irrelevant, repetitive, or lacking new or practical content were negatively valued. 
Conclusion: Educators may wish to emphasise the utility value of lectures, clearly communicating their relevance. By addressing the role of emotional costs and fostering supportive learning environments, teachers can help students feel valued and comfortable, encouraging active participation. Presenting information in various formats may also accommodate different learning preferences. Universities can support teachers’ pedagogical development through institutional measures such as structured pedagogical guidance, peer observation, and regular feedback.