Abstract
The present study examined interactive effects of positive task value and cost on students’ learning behavior. Junior college and university undergraduates (N=434) completed questionnaires that included items regarding psychology lectures that they had attended. A self-report questionnaire was used to assess perception of positive task value (i.e., interest value and utility value), cost (i.e., effort cost, opportunity cost, and psychological cost), and persistence in learning. Multiple regression analysis revealed a significant interaction between positive task value and effort cost. Simple slopes analysis indicated that positive task value promoted persistence in learning, especially when more effort cost was reported. However, the interaction of opportunity and psychological costs with positive value was not significant. These results suggest that it may be necessary to consider differences in cost types. The discussion deals with implications of motivational intervention for students’ learning in the context of the results of the present study.
