Class-aggregated perceived teacher value messages positively predict students' subsequent expectancy and utility value, but not lower effort cost¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In classes where students strongly perceived teachers conveying the relevance of science, class-average expectancy and utility value were higher five months later, beyond prior levels, with large effect sizes; the negative relation with effort cost was not statistically significant. → 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

Longitudinal ML-SEM of 1591 students in 62 science classes across five English secondary schools over four waves; class-aggregated perceived teacher value messages at T1 predicted T3 beliefs with autoregressive controls. The article reports "large effect sizes" for expectancy and utility value but prints no standardized coefficient in the quoted text, and the effort-cost path was not significant.

"Where students perceived that teachers conveyed the relevance of the material (i.e., the L2 portion of the model), they reported higher average expectancy and utility value, beyond prior levels, with large effect sizes. The (negative) relation with effort cost was in the expected direction but was not statistically significant."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Student-level achievement and aspirations positively predict subsequent expectancy and utility value, but not effort cost — related
• Perceived teacher value messages at the student level are unrelated to motivational beliefs after autoregressive controls — related
• Perceived teacher value messages indirectly predict achievement via utility value and aspirations via expectancy and utility value — related
• Class-average utility value predicts class achievement, and class-average expectancy, utility value, and lower effort cost predict class aspirations — related
• Utility-value interventions enhance perceived utility value, engagement, performance, and persistence in introductory college science courses — related