High school students’ expectancy-value-cost profile in mathematics: Differences in academic behaviors and achievement

This study conducted latent profile analysis based on expectancy-value theory to identify motivation profiles of high school students in mathematics, using expectancy, task values (intrinsic, attainment, utility), and perceived costs (effort, oppor tunity, emotional) as indicators. Five distinct profiles emerged: (1) adaptive (high expectancy/value, low cost), (2) high-motiva tion-high-burden, (3) moderate motivation, (4) low-motivation-high-burden, and (5) maladaptive (low expectancy/value, high cost). These profiles showed significant differences in academic behaviors (class participation, study time, delay, and career in tention) and achievement. Notably, the high-motivation-high-burden group demonstrated similar study time to the adaptive group despite high costs, suggesting that cost perceptions do not uniformly undermine achievement. Findings highlight the need for differentiated motivational support in mathematics education.