Reexamining the interaction between expectancy and task value in academic settings

Research has shown a meaningful interaction between expectancy and task value, although the interaction has not been examined in academic functioning other than achievement and behavioral engagement. This study aimed to systematically test the effect of the interaction on various academic outcomes including effort, achievement, test anxiety, and cognitive strategy uses (rehearsal, elaboration, and organization). We used the Korean Educational Longitudinal Study 2005 database, which includes data for 6629 ninth-grade students. First, a compensatory effect appeared with rehearsal for intrinsic value, but no significant interaction was found for elaboration and organization for intrinsic and utility values. Second, regardless of value type, a buffering effect emerged with test anxiety. Last, in contrast with previous studies, no synergistic effect was found on effort and achievement. These findings suggest the importance of boosting expectancy beliefs and task values and offer a cautionary message to educators regarding stressing task values, especially among less competent students, because the benefit seems restricted. •The patterns of interaction between expectancy and value can vary beyond synergistic effect.•A compensatory effect between expectancy and intrinsic value appeared for rehearsal.•No significant interaction between expectancy and the two values was found on elaboration and organization.•A buffering effect between expectancy and the two values appeared for test anxiety.•No synergistic effect between expectancy and the two values was found on effort and achievement.