We discuss task-value interventions as one type of relevance intervention and propose a process model of value reappraisal whereby task-value interventions elicit cognitive-affective responses that lead to attitude change and in turn affect academic outcomes. The model incorporates a metacognitive component showing that students can intentionally self-regulate their subjective task values. Two potential moderators of this process are proposed: baseline individual differences and classroom-level factors. We review evidence for the proposed relationships in the model and identify gaps in the literature. Drawing from models of persuasion and self-regulation, we discuss theoretical foundations of the value-reappraisal model and propose value-reappraisal strategies involved in the modification of subjective task values and reasons for (or against) task engagement. We also outline implications for designing task-value interventions and future research directions. The value-reappraisal model could help inform the continued development of task-value interventions and explain intervention effects.