The current study aimed to understand not only students' attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and the level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.