Class-average utility value predicts class achievement, and class-average expectancy, utility value, and lower effort cost predict class aspirations¶

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? Classes with higher average utility value showed higher achievement beyond prior levels with a large effect size; classes with higher average expectancy and utility value and lower effort cost showed higher aspirations with large effect sizes. → 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

Class-level (L2) paths from the same ML-SEMs of 1591 students in 62 science classes, predicting T4 class-average achievement and aspirations from T3 class-average beliefs with autoregressive controls. The article reports large effect sizes in prose; no standardized coefficient for these paths appears in the quoted text.

"classes with higher average utility value (i.e., the L2 portion of the model) showed higher achievement beyond prior levels, with a large effect size; classes with higher average expectancy and utility value, and lower effort cost, showed higher aspirations, beyond prior levels, with large effect sizes."

Discussion¶

Related Claims¶

• Student-level achievement and aspirations positively predict subsequent expectancy and utility value, but not effort cost — related
• Student-level expectancy and utility value positively, and effort cost negatively, predict subsequent science achievement and aspirations — related
• Perceived teacher value messages indirectly predict achievement via utility value and aspirations via expectancy and utility value — related
• Class-aggregated perceived teacher value messages positively predict students' subsequent expectancy and utility value, but not lower effort cost — related