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The goal of the present study was to test predicted outcome value theory (POV) in the classroom in order to discover the implications of students' POV judgments. Specifically, we explored the relationships among students' initial POV judgments and students' communication. To that end,
we conducted a two-phase study in which students completed initial POV assessments during the first week of a course and, at time 2, completed measurements of their actual communication. Time 1 POV assessments were positively related to students' reports of responsiveness and participation,
and negatively related to indirect interpersonal aggression (not hostility). Both theoretical and applied implications are discussed along with limitations and future research.