本研究基于现代期望价值理论，对主观任务价值中成本的内涵和影响进行了探索。研究一基于对高中被试进行质性访谈的结果，编制了针对高中考试环境两个典型情境（备考情境和错题求助情境）的决策心理量表，并对其进行了信效度分析。研究二使用该量表对237名高中被试进行施测，探索不同考试情境下决策心理成本的跨性别、跨学科和跨角色特征。研究三运用回归分析，考察了成本对决策行为的预测力，并以105名增测了对应考试情境的价值问卷的高中生为被试，探索了成本与价值间的调节关系。研究有以下发现：1.在备考情境中，高中生主要感受到预期时间成本、预期努力成本和预期情感成本；在求助情境中则为预期时间成本、预期情感成本和预期社会成本。根据访谈编制的成本量表具有理想的信效度指标。2.高中生考试情境下的决策心理成本具有跨性别、跨学科和跨角色特征： （1）无论在备考情境还是求助情境中，男生在除数学外的其他学科普遍感受到比女生更高的决策心理成本。（2）对备考情境而言，被试感受到的各项成本在对应语文学科时最低，男生感受到的成本在对应英语学科时最高而女生感受到的成本在对应数学学科时最高。对求助情境而言，男生和女生感受到的成本对应语文学科最低而对应数学学科最高。（3）在备考和求助情境下，学优生感知到的决策心理成本普遍较学困生偏低。3.高中生考试情境下的决策心理成本对决策行为具有一定的预测作用，同时与价值间存在调节关系：（1）在备考情境中，预期情感成本普遍负向预测高中被试的决策行为。在求助情境中，预期社会成本普遍负向预测高中被试的决策行为。（2）角色在成本对个体决策行为的预测中起调节作用：在备考情境中，学困生相比学优生在备考时更易受到成本影响；在求助情境中，对语文和英语而言学困生比学优生更加明显地受到预期社会成本的影响，而对数学而言学优生则比学困生更加明显地受到预期情感成本的影响。（3）在求助情境下，对应语文和英语的成本在价值影响决策的过程中起调节作用。主要表现在价值得分高（即价值低）时，成本对行为存在的负向预测力；反之成本对行为预测力为正，即成本的影响力被价值所掩盖。

Based on the Modern Expectancy-Value Theory, this study explored the intension and influence of cost under the concept of subjective task value. Based on the qualitative interviews on 15 high school students, study 1 established the cost scales of 2 decision situations under examine circumstance: preparing before and help-seeking after the tests, and examined the reliability and validity of them. Using the scales on 237 high school students, study 2 examined the cross-gender/subject/role cost characters. Study 3 examined the prediction power of cost for decision-making. Besides that, using extra value scale on 105 high school students, we explored the moderating effect between cost and value. Results indicated that: 1. When preparing for tests, high students suffered the expected time/effort/emotional cost. When seeking for help, the counterpart are expected time/emotional/social cost. Indices indicated that the reliability and validity of the scale are acceptable.2. The cross-gender/subject/role characters of cost under the chosen situations are as below:(1) Except for math, male suffered higher mental costs under 2 situations than female did.(2) For students of both genders Chinese was the subject under which they suffered lowest cost in both situations. For female students, Math indicated the highest cost under both situations but for male, the counterpart under preparing situation was English.(3) Under both situations the achievers suffered lower costs than the underachievers.3. Cost could predict the decision-making to some degree and there existed some moderating effect between cost and value:(1) Expected emotional cost negatively predicted decision-making under test-preparing situation and expected social cost negatively predicted decision-making under help-seeking situation.(2) Roles played a moderating variable between cost and decision-making: underachievers seemed to be more sensitive to cost than achievers under test-preparing situation and in subjects of Chinese and English under help-seeking situation.(3) Under help-seeking situation, value played a moderating variable between cost and decision-making: cost negatively predicts behavior under high value and positively predicts behavior under high value.