This study looked at patterns of relationship among motivational and effort variables for different classroom assessments, considering the assignments interest and importance, students self-efficacy for accomplishing the tasks, and the goal orientations and learning strategy use behind their efforts. A multiple case study design looked at the classrooms of 8 teachers (one for 2 years in a row) in 4 different schools (1 elementary, 1 middle, and 2 high schools) over 45 classroom assessments and 347 students. Relationships among motivational and effort variables were inspected according to a model that hypothesized the motivational and effort dynamics. This descriptive study is intended to identify what to look for in a path model when suitable data become available. (Contains 7 figures, 7 tables, and 25 references.) (SLD)