Student-level achievement and aspirations positively predict subsequent expectancy and utility value, but not effort cost¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students with greater achievement and aspirations relative to classmates reported higher expectancy and utility value five months later beyond prior levels, with large effect sizes; neither predicted lower effort cost. → David W. Putwain 2026

Evidence¶

David W. Putwain 2026¶

David W. Putwain, Andrea Mallaburn, Hanna Gaspard. (2026). Student perceptions of teacher messages about the value of science in the classroom. Learning and Instruction 104 (2026) 102365. https://doi.org/10.1016/j.learninstruc.2026.102365

q2 · i? · associational · r3

Reciprocal paths in the student-level (L1) portion of the ML-SEMs, testing whether T2 achievement and aspirations predicted T3 motivational beliefs with autoregressive controls, in the four-wave sample of 1591 English secondary students. The article reports large effect sizes in prose without printing coefficients in the quoted text.

"Students with greater achievement and aspirations relative to their classmates (i. e., the L1 portion of the model) reported higher expectancy and utility value with large effect sizes, beyond prior levels. Student-level achievement and aspirations were unrelated to effort cost."

Discussion¶

Related Claims¶

• Student-level expectancy and utility value positively, and effort cost negatively, predict subsequent science achievement and aspirations — related
• Class-aggregated perceived teacher value messages positively predict students' subsequent expectancy and utility value, but not lower effort cost — related
• Class-average utility value predicts class achievement, and class-average expectancy, utility value, and lower effort cost predict class aspirations — related
• Students perceiving high task value exert greater effort and achieve more than students perceiving low value — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Perceived teacher value messages at the student level are unrelated to motivational beliefs after autoregressive controls — related