How much do you want to learn? High-school students' willingness to invest effort in valenced feedback-learning tasks

High-school students decide in which tasks to invest their cognitive effort on a daily basis. At school, such decisions often relate to feedback-learning situations (e.g., whether or not to do homework exercises). To investigate how willing high-school students are to invest their cognitive effort in such situations, we administered in this preregistered study a feedback-learning task in combination with a cognitive effort-discounting task – a paradigm to quantify willingness to invest effort. We did so to a large sample (N = 195) from average educational backgrounds in an ecologically valid setting (a school class). We specifically tested whether high-school students discounted their effort in feedback-learning tasks, which proved to be the case, and whether this discounting was differentially affected by positive and negative feedback, which proved not to be the case. We also found that learning was unaffected by feedback valence, except that students learned better from positive than from negative feedback when high effort was required. These results imply that in a school setting, where feedback learning is common, high-school students are less willing to invest cognitive effort in more effortful tasks irrespective of feedback valence, and that positive feedback can aid learning when high effort is required. We provide several recommendations as to how our proposed combination of feedback learning and effort discounting could be used to understand and improve students' academic motivation. Educational relevance statement: High school students sometimes struggle with motivation for learning, at least partly because of low willingness to invest their effort. By investigating high-school students' willingness to invest effort for learning within an educational context, we aim to enhance understanding of this decision-making process in high-school students. Our results indicate that in a school setting, where feedback learning is common, high-school students are less willing to invest cognitive effort in more effortful tasks irrespective of whether they receive positive or negative feedback, but that positive feedback can aid learning when learning tasks require high effort. These results imply that positive feedback may reduce the costs of learning or increase its benefits for difficult tasks.