This dissertation comprises of three independent studies, all of which focus on providing a better understanding of students' cost beliefs. Each paper in this dissertation had a unique aim. In paper one, validity evidence is gathered in order to develop a short cost scale for use with intensive longitudinal methodologies. Paper two addresses the potential jangle fallacy between emotional cost and negative emotions. In paper three, dynamic structural equation modeling is used to address the dynamic nature of cost in the classroom by examining the associations between anticipated costs, experienced costs, math achievement, and STEM career intentions. Each paper describes the emergent findings from each study and discusses implications for research and practice.
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