Task Value in the Expectancy-Value Theory (Eccles & Wigfield, 2002) posits that individuals who score high in attainment, utility and interest would likely have better academic outcomes. Furthermore, the theory indicates that cost, the fourth component of task value, serves as an anti-value, such that when the cost of an academic task is perceived as high, the value associated with the said task would decline. More recent studies on the construct contest this classic description of cost, arguing that cost distinctly and separately affects student outcomes. Using this contention, the current paper suggests an implication of cost on mental health and proposes to contribute to emerging research on the construct by calling for future studies in this area.
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