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Abstract
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Relying on expectation-value theory as a guide, the study was focused on both the direct effects and mediating roles of benefit, and psychological and situational costs on academic motivation and academic performance. The research method was descriptive-correlational. Participants were 395 Bu-Ali Sina University students in the academic year of 2019-2020. Participants were randomly selected through multi-stage cluster sampling method. Data were analyzed using LISREL software, and the proposed model fit the data well (GFI=0.92, IFI= 0.95, CFI=0.94). A path analysis showed that the effects of expectation, value, benefit, situational cost, and psychological cost on motivation were all statistically significant but modest, and in the expected directions (≤ β= .22). Observed effects on academic performance were similar in size (≤ β= .23). Based on the findings, there are important and new implications concerning the role of benefit and cost as well as expectation and value in motivation and academic performance of Iranian students.
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