As identified by Eccles and Wigfield (1995), task value consists of three major components: interest, importance, and utility. In an attempt to measure these three components, a modified version of the instrument employed by Condly (1999) was used. The Task Value Instrument was created by adapting items from Condly’s scale, wherein alpha coefficients for interest, importance, and utility sub-scales are .84, .52, and .60, respectively. The current instrument contained nine items; three items for each sub-scale (interest, importance, and utility). Participating students were asked to respond on a 5-point Likert scoring scale. Sample items included statements such as “How interesting do you consider the subject matter of this course to be?” “How important is it to you to get a good grade in this course?” and “How useful is what you learn in this course for your daily life outside school?”

Eccles, J., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.

Condly, S. J. (1999). Motivation to learn and to succeed: A path analysis of the CANE model of cognitive motivation. Unpublished doctoral dissertation, University of Southern California.