Children's motivation in elementary physical education: an expectancy-value model of achievement choice.

Full Abstract

This study examined children's motivation in elementary physical education within an expectancy-value model developed by Eccles and her colleagues. Four hundred fourteen students in second and fourth grades completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation in physical education. Results indicated that expectancy-related beliefs and subjective task values were clearly distinguishable from one another across physical education and throwing. The two constructs were related to each other positively. Children's intention for future participation in physical education was positively associated with their subjective task values and/or expectancy-related beliefs. Younger children had higher motivation for learning in physical education than older children. Gender differences emerged and the findings provided empirical evidence supporting the validity of the expectancy-value model in elementary physical education.

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Author information

Author/s: Xiang, Ping (P); McBride, Ron (R); Guan, Jianmin (J); Solmon, Melinda (M);

Affiliation: Department of Health and Kinesiology, Texas A&M University, College Station 77843-4243, USA. ping(-atsign-)hlkn.tamu.edu

Journal and publication information

Publication Type: Journal Article; Multicenter Study

Journal: Research quarterly for exercise and sport (Res Q Exerc Sport), published in United States. (Language: eng)

Reference: 2003-Mar; vol 74 (issue 1) : pp 25-35

Dates: Created 2003/03/27; Completed 2003/07/01; Revised 2004/11/17;

PMID: 12659473, status: MEDLINE (last retrieval date: 11/6/2008)

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