Perceived teacher value messages indirectly predict achievement via utility value and aspirations via expectancy and utility value¶

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? Class-level perceived teacher value messages showed greater achievement mediated by higher class-average utility value (large effect size) and greater aspirations mediated by higher class-average expectancy (moderate) and utility value (large positive); direct relations were 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

Tests of standardized indirect relations from L2 T1 perceived teacher value messages to L2 T4 achievement and aspiration, mediated by L2 T3 beliefs, in the ML-SEMs; Table 6 reports, for example, an indirect effect via utility value to achievement of β = .11 (95% CI .02, .20) and via utility value to aspiration of β = .21 (95% CI .07, .36).

"Classes where teachers were strongly perceived to provide value messages (i.e., the L2 portion of the model) showed greater achievement mediated by higher class-average utility value with a large effect size, and greater aspirations mediated by higher class-average expectancy (a moderate effect size) and utility value (a large positive effect size). There were no statistically significant direct relations from perceived teacher value messages to achievement and aspirations."

Discussion¶

Related Claims¶

• Student-level expectancy and utility value positively, and effort cost negatively, predict subsequent science achievement and aspirations — related
• Perceived teacher value messages at the student level are unrelated to motivational beliefs after autoregressive controls — related
• Class-average utility value predicts class achievement, and class-average expectancy, utility value, and lower effort cost predict class aspirations — related
• Class-aggregated perceived teacher value messages positively predict students' subsequent expectancy and utility value, but not lower effort cost — related