School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school-based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context-sensitive high-effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow-up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions.