Task Effort Research Articles

Effort expenditure modulates feedback evaluations involving self-other agreement: evidence from brain potentials and neural oscillations.

The influence of effort expenditure on the subjective value in feedback involving material reward has been the focus of previous research. However, little is known about the impact of effort expenditure on subjective value evaluations when feedback involves reward that is produced in the context of social interaction (e.g. self-other agreement). Moreover, how effort expenditure influences confidence (second-order subjective value) in feedback evaluations remains unclear. Using electroencephalography, this study aimed to address these questions. Event-related potentials showed that, after exerting high effort, participants exhibited increased reward positivity difference in response to self-other (dis)agreement feedback. After exerting low effort, participants reported high confidence, and the self-other disagreement feedback evoked a larger P3a. Time-frequency analysis showed that the high-effort task evoked increased frontal midline theta power. In the low (vs. high)-effort task, the frontal midline delta power for self-other disagreement feedback was enhanced. These findings suggest that, at the early feedback evaluation stage, after exerting high effort, individuals exhibit an increased sensitivity of subjective value evaluation in response to self-other agreement feedback. At the later feedback evaluation stage, after completing the low-effort task, the self-other disagreement feedback violates the individuals'high confidence and leads to a metacognitive mismatch.

Addressing climate change with behavioral science: A global intervention tournament in 63 countries.

Effectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions' effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior-several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people's initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors.

Is Anticipation Skill Learning Bayesian?

ABSTRACT Purpose: The aims of this study were to examine the learning of anticipation skill in the presence of kinematic and outcome probabilities information, and to see if this learning exhibited characteristics of Bayesian integration. Method: Participants with no competitive tennis playing experience watched tennis player stimuli playing forehand tennis shots and were tasked with predicted shot outcomes. Accuracy, response times and perceived task effort were recorded, pre, post and during four acquisition blocks where outcome feedback was provided. In both Experiment 1 and 2, kinematic information about shot direction was either present in the training group stimuli or absent. In Experiment 1, left/right shot probability information remained equi-probable for both groups. In Experiment 2, both groups also trained with a bias in the shot outcome probability toward one shot direction on 80% of the trials across acquisition blocks (and were not told about this manipulation). Results: Pre-to-post anticipation performance improved in the presence of kinematic (EXP 1) or both information sources (EXP 2). Pre-to-post improvements in the presence of shot outcome probability information were congruent with the bias in the shot direction trained (EXP 2). Superior anticipation performance was found when both information sources were present. The presence of kinematic information resulted in increased perceived effort during early training (EXP 1 & 2). Bayesian odds ratios indicated that shot direction probabilities and kinematic information were integrated during anticipation skill learning. Conclusion: Learning with shot direction probabilities and kinematic information shows characteristics of Bayesian integration.

The neural mechanisms of identifiable victim effect in prosocial decision-making.

The phenomenon known as the "identifiable victim effect" describes how individuals tend to offer more assistance to victims they can identify with than to those who are vague or abstract. The neural underpinnings of this effect, however, remain elusive. Our study utilized functional magnetic resonance imaging to delve into how the "identifiable victim effect" influences prosocial decision-making, considering different types of helping costs, across two distinct tasks. Participants were instructed to decide whether to help a victim with personal information shown (i.e., the identifiable victim) and an unidentifiable one by costing their money (task 1) or physical effort (task 2). Behaviorally, we observed a pronounced preference in both tasks for aiding identifiable victims over anonymous ones, highlighting a robust "identifiable victim effect." On a neural level, this effect was associated with heightened activity in brain areas like the bilateral temporoparietal junction (TPJ) when participants confronted anonymous victims, potentially indicating a more intensive mentalizing process for less concrete victims. Additionally, we noted that the TPJ's influence on value judgment processes is mediated through its functional connectivity with the medial prefrontal cortex. These insights contribute significantly to our understanding of the psychological and neural dynamics underlying the identifiable victim effect.

The effect of Huntington's disease on cognitive and physical motivation.

Apathy is one of the most common neuropsychiatric features of Huntington's disease. A hallmark of apathy is diminished goal-directed behaviour, which is characterized by a lower motivation to engage in cognitively or physically effortful actions. However, it remains unclear whether this reduction in goal-directed behaviour is driven primarily by a motivational deficit and/or is secondary to the progressive cognitive and physical deficits that accompany more advanced disease. We addressed this question by testing 17 individuals with manifest Huntington's disease and 22 age-matched controls on an effort-based decision-making paradigm. Participants were first trained on separate cognitively and physically effortful tasks and provided explicit feedback about their performance. Next, they chose on separate trials how much effort they were willing to exert in each domain in return for varying reward. At the conclusion of the experiment, participants were asked to rate their subjective perception of task load. In the cognitive task, the Huntington's disease group were more averse to cognitive effort than controls. Although the Huntington's disease group were more impaired than controls on the task itself, their greater aversion to cognitive effort persisted even after controlling for task performance. This suggests that the lower levels of cognitive motivation in the Huntington's disease group relative to controls was most likely driven by a primary motivational deficit. In contrast, both groups expressed a similar preference for physical effort. Importantly, the similar levels of physical motivation across both groups occurred even though participants with Huntington's disease performed objectively worse than controls on the physical effort task, and were aware of their performance through explicit feedback on each trial. This indicates that the seemingly preserved level of physical motivation in Huntington's disease was driven by a willingness to engage in physically effortful actions despite a reduced capacity to do so. Finally, the Huntington's disease group provided higher ratings of subjective task demand than controls for the cognitive (but not physical) effort task and when assessing the mental (but not the physical) load of each task. Together, these results revealed a dissociation in cognitive and physical motivation deficits between Huntington's disease and controls, which were accompanied by differences in how effort was subjectively perceived by the two groups. This highlights that motivation is the final manifestation of a complex set of mechanisms involved in effort processing, which are separable across different domains of behaviour. These findings have important clinical implications for the day-to-day management of apathy in Huntington's disease.

What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

Insight into differing decision-making strategies that underlie cognitively effort-based decision making using computational modeling in rats.

The rat cognitive effort task (rCET), a rodent model of cognitive rather than physical effort, requires animals to choose between an easy or hard visuospatial discrimination, with a correct hard choice more highly rewarded. Like in humans, there is stable individual variation in choice behavior. In previous reports, animals were divided into two groups-workers and slackers-based on their mean preference for the harder option. Although these groups differed in their response to pharmacological challenges, the rationale for using this criterion for grouping was not robust. We collated experimental data from multiple cohorts of male and female rats performing the rCET and used a model-based framework combining drift diffusion modeling with cluster analysis to identify the decision-making processes underlying variation in choice behavior. We verified that workers and slackers are statistically different groups but also found distinct intra-group profiles. These subgroups exhibited dissociable performance during the attentional phase, linked to distinct decision-making profiles during choice. Reanalysis of previous pharmacology data using this model-based framework showed that serotonergic drug effects were explained by changes in decision boundaries and non-decision times, while scopolamine's effects were driven by changes in decision starting points and rates of evidence accumulation. Modeling revealed the decision-making processes that are associated with cognitive effort costs, and how these differ across individuals. Reanalysis of drug data provided insight into the mechanisms through which different neurotransmitter systems impact cognitively effortful attention and decision-making processes, with relevance to multiple psychiatric disorders.

Are non-fungible payments attractive when they reduce risk exposure? Evidence from Colombia.

We conducted a lab-in-the-field experiment in which 214 Colombian rural workers must choose between cash or voucher payment for completing a real effort task. Although the voucher may be perceived as non-fungible, it halves the probability of suffering a negative shock that will reduce the participant's payment by two-thirds. Participants made four decisions in which we vary the voucher values such that this payment method offers, in expectation, between 88% to 123% of the cash payment (fixed across decisions). We find that uptake rates go from 32% to 56%, from the least to the most generous voucher. These rates are consistently larger compared to a reference sample of undergrad students from the same region (p-values from the χ2 tests for all four decisions fall below 0.035). Our between-subjects variations reveal that presenting the vouchers in descending order yields a higher uptake than the ascending order (p < 0.001 for the corresponding coefficient in a tobit and ordered logit regressions including municipality characteristics, an effect driven by the two decisions with the lowest voucher values, with p-values of 0.008 and 0.072 in the χ2 tests, respectively). We interpret this result as an endowment effect of the voucher's risk reduction.

Is general chemistry too costly? How different groups of students perceive the task effort and emotional costs of taking a chemistry course and the relationship to achievement and retention

Chemistry is often daunting for college students, contributing to high attrition rates in STEM majors. This study explored students' perceptions of the challenges in studying chemistry, including task effort and emotional costs. We examined how these perceptions, along with goal approaches, impact academic performance and retention in general chemistry. Utilizing cluster analysis of survey data and content analysis from student interviews, we investigated students’ profiles of perceived cost and goal approaches and how these related to the course performance and retention. Our analysis revealed that students who experienced lower perceived costs and were able to focus more on their mastery goals, tend to perform better, and persist in the course at higher rates. Conversely, students who perceived higher costs tend to drop the course more frequently, viewing chemistry as irrelevant to their future goals. These students prioritized performance goals over mastery, resulting in poorer performance. These results suggest that by addressing students’ perceived costs through interventions, students may focus more on their mastery goals, consequently improving their learning and understanding of the material.

Willingness to expend effort for rewards in individuals at clinical high-risk for psychosis: a relationship with the severity and stability of negative symptoms

To identify the deficit in willingness to expend effort and its association with negative symptoms in the high-risk for psychosis (CHR) group. The study included young men: 45 patients, who met CHR criteria and were treated for a depressive episode, and 15 controls. All subjects completed a modified version of the Effort Expenditure for Rewards Task (EEfRT). The CHR group was assessed with the SOPS, SANS and HDRS at the beginning and at the end of treatment. EEfRT was performed only at the end of treatment. The CHR group was significantly less likely to choose high effort tasks across reward probability and magnitude levels compared with the control group (all p<0.001). No significant correlations were found between the rate of selecting the high effort task and the negative syndrome domains of amotivation and diminished expression. The subgroups of CHR with stable and transient (i.e., with a reduction >50% during treatment) negative symptoms, which were identified by a cluster analysis, did not differ in the willingness to expend effort. The study confirmed a decrease in the willingness to expend effort in the CHR group; however, this deficit was only weakly correlated with negative symptoms and persisted after the symptoms reduction during treatment, which requires future studies to investigate mechanisms underlying impaired effort expenditure for rewards in CHR.

Policy abstraction as a predictor of cognitive effort avoidance.

Consistent evidence has established that people avoid cognitively effortful tasks. However, the features that make a task cognitively effortful are still not well understood. Multiple hypotheses have been proposed regarding which task demands underlie cognitive effort costs, such as time-on-task, error likelihood, and the general engagement of cognitive control. In this study, we test the novel hypothesis that tasks requiring behavior according to higher degrees of policy abstraction are experienced as more effortful. Accordingly, policy abstraction, operationalized as the levels of contextual contingency required by task rules, drives task avoidance over and above the effects of task performance, such as time-on-task or error likelihood. To test this hypothesis, we combined two previously established cognitive control tasks that parametrically manipulated policy abstraction with the demand selection task procedure. The design of these tasks allowed us to test whether people avoided tasks with higher order policy abstraction while controlling for the contribution of factors such as time-on-task and expected error rate (ER). Consistent with our hypothesis, we observed that policy abstraction was the strongest predictor of cognitive effort choices, followed by ER. This was evident across both studies and in a within-subject cross-study analysis. These results establish at least one task feature independent of performance, which is predictive of task avoidance behavior. We interpret these results within an opportunity cost framework for understanding aversive experiences of cognitive effort while performing a task. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Allocating Mental Effort in Cognitive Tasks: A Model of Motivation in the ACT-R Cognitive Architecture.

Motivation is the driving force that influences people's behaviors and interacts with many cognitive functions. Computationally, motivation is represented as a cost-benefit analysis that weighs efforts and rewards in order to choose the optimal actions. Shenhav and colleagues proposed an elegant theory, the Expected Value of Control (EVC), which describes the relationship between cognitive efforts, costs, and rewards. In this paper, we propose a more fine-grained and detailed motivation framework that incorporates the principles of EVC into the ACT-R cognitive architecture. Specifically, motivation is represented as a specific slot in the Goal buffer with a corresponding scalar value, M, that is translated into the reward value Rt that is delivered when the goal is reached. This implementation is tested in two models. The first model is a high-level model that reproduces the EVC predictions with abstract actions. The second model is an augmented version of an existing ACT-R model of the Simon task. The motivation mechanism is shown to permit optimal effort allocation and reproduce known phenomena. Finally, the broader implications of our mechanism are discussed.

Need for cognition moderates the relief of avoiding cognitive effort.

When making decisions, humans aim to maximize rewards while minimizing costs. The exertion of mental or physical effort has been proposed to be one those costs, translating into avoidance of behaviors carrying effort demands. This motivational framework also predicts that people should experience positive affect when anticipating demand that is subsequently avoided (i.e., a "relief effect"), but evidence for this prediction is scarce. Here, we follow up on a previous study [1] that provided some initial evidence that people more positively evaluated outcomes if it meant they could avoid performing an additional demanding task. However, the results from this study did not provide conclusive evidence that this effect was driven by effort avoidance. Here, we report two experiments that are able to do this. Participants performed a gambling task, and if they did not receive reward they would have to perform an orthogonal effort task. Prior to the gamble, a cue indicated whether this effort task would be easy or hard. We probed hedonic responses to the reward-related feedback, as well as after the subsequent effort task feedback. Participants reported lower hedonic responses for no-reward outcomes when high vs. low effort was anticipated (and later exerted). They also reported higher hedonic responses for reward outcomes when high vs. low effort was anticipated (and avoided). Importantly, this relief effect was smaller in participants with high need for cognition. These results suggest that avoidance of high effort tasks is rewarding, but that the size off this effect depends on the individual disposition to engage with and expend cognitive effort. They also raise the important question of whether this disposition alters the cost of effort per se, or rather offset this cost during cost-benefit analyses.

Effort-based decision-making as a determinant of supported employment outcomes in psychotic disorders

Schizophrenia is associated with a heavy economic burden in the United States that is partly due to the high rates of chronic unemployment. Individual Placement and Support (IPS) is an evidenced-based type of supported employment that can improve job obtainment and work outcomes in psychotic disorders. Outcomes vary widely and a persistent challenge for IPS is low levels of engagement in the initial job search phase. Past studies have focused on interview-based motivation deficits as a key determinant of poor treatment engagement and work outcomes in schizophrenia. New validated performance-based measures of motivation, including effort-based decision-making (EBDM) tasks, may explain supported employment outcomes and provide insights into individual differences in IPS outcomes. This study investigated the degree to which IPS engagement (i.e., number of sessions attended during the first four months of service delivery) was related to baseline interview-based motivation deficits and performance on three EBDM tasks – two tasks of physical effort and one of cognitive effort (i.e., Balloon Task, Effort Expenditure for Rewards Task, Deck Choice Effort Task) – in a sample (N = 47) of people with a psychotic disorder. Results indicated that the level of EBDM performance, specifically on the Balloon Task, predicted IPS engagement, accounting for an additional 17 % of the variance above and beyond interview-based motivation deficits (total R2 = 24 %). Overall, these findings suggest that addressing motivational deficits in effort-based decision-making may be beneficial to IPS engagement, which in turn may improve the trajectory of work outcomes.

The Role of Attitudes in Work Behavior

The relationship between work attitudes such as satisfaction and commitment and behaviors such as task effort, citizenship behavior, absenteeism, job search, and turnover is a perennial focus of organizational research. Over time we have learned a great deal about why, how, and when attitudes predict work behavior, but new questions and theories continue to proliferate. With this review, we aim to synthesize existing organizational literature on attitudes and behavior, focusing on how the field can be organized using principles from Ajzen &amp; Kruglanski's (2019) theory of reasoned goal pursuit. The accumulated evidence answers longstanding questions while simultaneously raising new ones related to the link between general attitudes and specific behavior; the proximal effect of intentions; the role of goals, social contexts, and behavioral control; and the dynamic processes among attitudes, environments, and behavior. We also suggest applications of our organizing framework to enhance future work attitudes and behavior research.

Overwhelmed by routine tasks: A multitasking principal agent perspective

Employees often report being overloaded with routine tasks, which distracts them from more demanding and rewarding work. We analyze this in a multitasking model involving a verifiable routine task and a skill-dependent task characterized by moral hazard. Multitasking is costly so that high- and low-skilled employees specialize, and only employees with intermediate productivity handle both tasks. In the Nash bargaining solution of contract negotiations, work overload in the routine task is used to lower the informational rent from the non-verifiable task. Compared to the first-best solution, more employees perform both tasks and effort in the routine task is inefficiently large. Moreover, the payment structure is such that the employee would prefer to allocate more effort to the demanding task, which we interpret as a loss of control over work autonomy. Reducing employees' bargaining power exacerbates the problem, while the effects of improved monitoring are mixed.

Defaults and effortful tasks

Nothing is known about the effectiveness of defaults when moving the target outcomes requires substantial effort. We conduct two field experiments to investigate how defaults fare in such situations: we change the university exam sign-up procedure in two study programs to “opt-out” (a) for a single exam, and (b) for many exams. Both interventions increase task uptake (exam sign-up). Concerning the outcomes which require effort, we find no effects for many exams. For a single exam, the opt-out increases task completion (exam participation) in the study program where the default arguably entails stronger endorsement. Within this program, the effects on successful task completion (exam passing) are heterogeneous: treated students who in the past were willing to communicate with the university (responsive individuals) invest more effort into exam preparation and are more likely to pass the exam than their control counterparts.For non-responsive individuals, we find increased sign-ups but no effects on the target outcomes. Defaults can thus be effective and may be an attractive policy option even when the target outcome requires substantial effort provision. It is, however crucial that the interventions target the appropriate individuals.

29 Regulate to Remember: Cognitive Reappraisal Ability Impacts Prospective Memory Performance

Objective:Emotion regulation is generally thought of as the process of overriding one's initial emotional response to personally relevant events. One frequently investigated type of emotion regulation is cognitive reappraisal, which describes one's ability to cognitively alter the meaning of an event. Cognitive reappraisal is associated with better cognitive, social, and health outcomes compared to other emotion regulation strategies. The cognitive building blocks of cognitive reappraisal are related to executive cognitive control processes, which broadly describe one's ability to engage in non-automatic and goal-oriented behaviors. Crucially, executive control processes are also relevant in demanding cognitive tasks such as prospective memory since, similarly to cognitive reappraisal, they involve effortful and purpose driven efforts. However, cognitive reappraisal has thus far not been investigated regarding prospective memory performance despite findings that suggest that emotionally evocative stimuli improve prospective memory performance. The present study investigated whether cognitive reappraisal state and trait measures as well as other types of emotion regulation strategies are associated with prospective memory accuracy of negatively valenced prospective memory targets.Participants and Methods:A total of 45 participants (69% women; M = 22.62 years, SD = 5.69 years) took part in this cross-sectional study. Cognitive reappraisal and prospective memory tasks were administered on the computer. A total of 106 pictures were shown in the prospective memory task, including 12 prospective memory hits. A 2-back paradigm was used as the effortful ongoing task. Dependent measures included accuracy of and reaction times to negative prospective memory hits. A total of 45 pictures were shown in the cognitive reappraisal task. Participants were asked to decrease their negative emotions when looking at previously normed negatively valenced pictures versus merely looking at them (Lang et al., 2001). Dependent measures in the cognitive reappraisal task included success of downregulating negative emotion after the DECREASE versus LOOK instruction. A mood manipulation check and a questionnaire asking about participants' reappraisal strategies was conducted. Trait based measures of emotion regulation included the Emotion Regulation Questionnaire and the Dysfunction of Emotion Regulation Scale.Results:Participants endorsed significantly higher negative mood after looking at negative versus neutral pictures, t(48) = 22.77, p , .05). Ratings further indicated that participants were able to significantly decrease how negative they felt when reappraising versus looking at negative pictures, t(44) = 12.82, p , .05. Regarding the relationship between prospective memory accuracy of negatively valanced prospective memory targets and cognitive reappraisal ability, no significant bivariate correlation was found (p &gt; .05). However, a significant bivariate correlation was found between reaction times to negatively valenced prospective memory targets and cognitive reappraisal ability (rs = -.32, p = .03). No significant relationship was observed between prospective memory accuracy of or reaction times to negatively valenced prospective memory targets and trait based measures of emotion regulation (all ps &gt; .05).Conclusions:Hypotheses were partly supported. Higher state-based cognitive reappraisal abilities may be associated with lower cognitive costs when asked to remember negatively evocative pictures and/or higher overall cognitive capacity. The importance of assessing emotion regulation when utilizing emotionally evocative stimuli and their clinical significant is discussed.

How much do you want to learn? High-school students' willingness to invest effort in valenced feedback-learning tasks

High-school students decide in which tasks to invest their cognitive effort on a daily basis. At school, such decisions often relate to feedback-learning situations (e.g., whether or not to do homework exercises). To investigate how willing high-school students are to invest their cognitive effort in such situations, we administered in this preregistered study a feedback-learning task in combination with a cognitive effort-discounting task – a paradigm to quantify willingness to invest effort. We did so to a large sample (N = 195) from average educational backgrounds in an ecologically valid setting (a school class). We specifically tested whether high-school students discounted their effort in feedback-learning tasks, which proved to be the case, and whether this discounting was differentially affected by positive and negative feedback, which proved not to be the case. We also found that learning was unaffected by feedback valence, except that students learned better from positive than from negative feedback when high effort was required. These results imply that in a school setting, where feedback learning is common, high-school students are less willing to invest cognitive effort in more effortful tasks irrespective of feedback valence, and that positive feedback can aid learning when high effort is required. We provide several recommendations as to how our proposed combination of feedback learning and effort discounting could be used to understand and improve students' academic motivation. Educational relevance statementHigh school students sometimes struggle with motivation for learning, at least partly because of low willingness to invest their effort. By investigating high-school students' willingness to invest effort for learning within an educational context, we aim to enhance understanding of this decision-making process in high-school students. Our results indicate that in a school setting, where feedback learning is common, high-school students are less willing to invest cognitive effort in more effortful tasks irrespective of whether they receive positive or negative feedback, but that positive feedback can aid learning when learning tasks require high effort. These results imply that positive feedback may reduce the costs of learning or increase its benefits for difficult tasks.

Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions

Given the various motivational challenges that students experience when engaging in academic tasks, there is an emerging interest in investigating students’ cost perceptions and how to reduce them. However, most of the research has investigated general cost perceptions with a one-time assessment, often divorced from context in which cost is experienced. Centreing the situatedness of students’ motivational processes, we conducted an experience sampling study (57 undergraduates; 1,504 responses) to examine the link between general and in-situ momentary cost perceptions in students’ daily lives, as well as the potential moderating role of motivational regulation. Results showed that certain dimensions of momentary cost perceptions (outside effort cost and emotional cost) were positively associated with their corresponding general cost perceptions. Other dimensions of momentary cost (task effort cost and loss of valued alternatives cost) showed nonsignificant associations, suggesting higher sensitivity to context than others. Moreover, motivational regulation moderated the relationship between general and momentary cost for the majority of the dimensions, suggesting that interventions designed to improve students’ motivational regulation may reduce their momentary cost perceptions and increase the positivity of learning experiences.