College students' attributions of motivation problems to lack of value and interest strongly predict lower intention to take additional classes in the field¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Attributions to lack of value and interest were the strongest negative predictors of students' reported intention to take additional classes in the field, over and above the positive effect of course grade, and the negative effect was stronger at the level of the field than the specific assignment. → Carol Sansone 2026

Evidence¶

Carol Sansone 2026¶

Carol Sansone, K. Ann Renninger, Judith M. Harackiewicz. (2026). Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10142-7

q2 · i? · review · r2

Narrative review reporting Norman et al. (2024): college students rated possible causes of a motivation problem in a course; attributions to lack of value and interest were the strongest negative predictors of intention to take additional classes. Similar patterns appeared in recommendations about a hypothetical student.

"attributions to lack of value and interest were the strongest (negative) predictors of the students' reported intention to take additional classes in the field, over and above the (positive) effect of course grade (Norman et al., 2024)"

Discussion¶

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