摘要：This study examined the patterns of positive task value and cost combinations among elementary school students by cluster analysis. A questionnaire survey was conducted among 140 students. The cluster analysis suggested three patterns: (a) the high motivation cluster reported high positive value and low cost regarding science; (b) the low motivation cluster reported low positive value and high cost regarding science; and (c) the motivational conflict cluster reported high levels of both. Further, one-way ANOVA revealed that the motivational conflict cluster had lower persistence in learning than the high motivation cluster.
