共查询到20条相似文献，搜索用时 15 毫秒
1.
The present study examined relationships among variables drawn from achievement goal theory and the expectancy-value model of achievement choice as well as mean level changes of these variables over time in elementary physical education. Participants (N = 207) completed questionnaires over a 2-year period: once while in the second and fourth grades and again when they were in the third and fifth grades. Results indicated that achievement goals, expectancy-related beliefs, and subjective task values were related to one another and were predictive of children's intention for future participation in physical education. Children's subjective task values of physical education decreased over time. Children in Cohort 1 (across second to third grades) generally had stronger motivation for learning in physical education than children in Cohort 2 (across fourth to fifth grades). Findings suggest the importance of integrating achievement goal theory and the expectancy-value model of achievement choice in understanding student motivation. 相似文献
2.
Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education. 相似文献
3.
Background: School physical education (PE) not only offers and promotes health-related physical activity (PA), but also encompasses the promotion and development of health-related well-being such as health-related quality of life (HRQOL). Furthermore, assessing PA and HRQOL have become major issues in pediatric public health and also serve as a major goal of Healthy people 2020. Grounded in the expectancy-value and achievement goal frameworks, the primary purpose of this study was to examine the relationships among the perceptions of motivational climate in PE, expectancy-value beliefs, HRQOL, and PA among elementary children. A secondary purpose was to test whether expectancy-value beliefs mediate the relationship between motivational climate and HRQOL as well as between motivational climate and PA (self-reported PA and pedometer-based PA, respectively).Methods: Participants were 336 elementary children recruited from three public schools in the southeastern USA (Mage?=?9.87; 179 girls, 157 boys). The majority of the participants (53.3%) were White students and the remainder (46.7%) including African-American (37.4%), Asian-American (1.5%), Hispanic-American (1.8%) and others (5.9%). Students completed a previously validated questionnaire assessing expectancy-related beliefs and task values toward PE. The 23-item pediatric QOL inventory generic core scale (PedsQLTM 4.0) was used to assess participants’ HRQOL. Children's PA levels were assessed by using a self-reported survey (Physical Activity Questionnaire for Older Children) and three-day pedometer counts (steps/min during PE).Analysis/Results: Correlational analyses showed that expectancy-related beliefs and task values were positively related to PA and HRQOL. Regression analyses indicated that both mastery and performance motivational climate had a positive effect on children's expectancy beliefs and task values. Mediational analyses were used to evaluate the potential mediational relationships among motivational climate (independent variables: mastery and performance climates), expectancy-value beliefs (mediator: expectancy-value beliefs), and HRQOL and PA (dependent variables: total HRQOL score, self-reported PA and steps/min), respectively.Conclusions: A mastery motivational climate together with high expectancy beliefs has a positive association with HRQOL, which in turn could produce health benefits in the future. Results suggest that a performance motivational climate could be associated with less activity (i.e. lower steps/min) even when students view PE as interesting, important, and useful. One important implication of the study is that by promoting mastery climates and expectancy-value beliefs in PE practitioners can encourage children to engage in PA both in and outside of school, and consequently may influence their quality of life. 相似文献
4.
The curriculum may superimpose a content-specific context that mediates motivation (Bong, 2001). This study examined content specificity of the expectancy-value motivation in elementary school physical education. Students' expectancy beliefs and perceived task values from a cardiorespiratory fitness unit, a muscular fitness unit, and a traditional skill/game unit were analyzed using constant comparison coding procedures, multivariate analysis of variance, X2, and correlation analyses. There was no difference in the intrinsic interest value among the three content conditions. Expectancy belief attainment, and utility values were significantly higher for the cardiorespiratory fitness curriculum. Correlations differentiated among the expectancy-value components of the content conditions, providing further evidence of content specificity in the expectancy-value motivation process. The findings suggest that expectancy beliefs and task values should be incorporated in the theoretical platform for curriculum development based on the learning outcomes that can be specified with enhanced motivation effect. 相似文献
5.
《运动与健康科学(英文)》2023,12(1):52-64
BackgroundThe purpose of motivating students is to enhance their learning achievement. The expectancy-value theory (EVT) has demonstrated its efficacy in motivating students in classrooms and in gymnasia. Understanding student motivation in physical education is needed. This meta-analysis review aimed to reveal the determinants and functions of EVT by evaluating the evidence in physical education research.MethodsWe followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines to identify and meta-analyze the current research literature published from January 2010 to December 2020 by generating and analyzing the effect sizes from the studies.ResultsA total of 31 studies were included. The results show that social support, motivation of teachers and peers, and positive class climate can predict student EVT motivation. EVT motivation predicts student learning behaviors, situational interests, fitness performance, health behavior function, out-of-school physical activity, and physical skill development.ConclusionEVT motivation could facilitate learning behaviors and situational interest development in the gymnasium. It might lead to fitness enhancement, health behavior change, out-of-school physical activity participation, and physical skill development. Fostering a learning environment with a mastery-centered and/or student autonomy approach where students perceived success and the task values can enhance and maximize student EVT motivation and learning achievement. 相似文献
6.
Xiangli Gu Yu-Lin Chen Allen W. Jackson Tao Zhang 《Physical Education & Sport Pedagogy》2018,23(1):54-65
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity. 相似文献
7.
Robert J. Brustad 《Research quarterly for exercise and sport》2013,84(3):316-323
Abstract The purpose of this study was to gain a better understanding of the contribution of parental socialization processes and gender to children's interest in physical activity using Eccles' expectancy-value model of motivation. An additional purpose was to examine the nature of these relationships among children of a lower socioeconomic level, a sample that has been underrepresented in pediatric exercise research to date. Fourth- through sixth-grade children (N = 107) from a large metropolitan school district were participants in this study and completed questionnaires assessing attraction to physical activity, perceived physical competence, and perceptions of their parents' physical activity beliefs and behaviors. Multivariate regression analyses revealed a significant relationship between parental socialization processes and children's perceived physical competence and attraction to physical activity. Gender differences were also identified and were primarily related to liking of the exertional characteristics of physical activity and exercise. These findings are consistent with theory and research regarding parental and gender-role socialization during childhood. 相似文献
8.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings. 相似文献
9.
青少年体育活动中的目标定向和自我决定理论: 年龄和性别的差异 总被引：17，自引：6，他引：11
以英格兰824名初中生为调查对象,主要考察了在目标定向、行为调节、能力知觉和体育活动参与情况上的年龄和性别差异,并且采用动机变量预测校外体育活动参与情况.研究结果呈现出明显的性别差异,男生有较高的自我定向、自我决定动机和能力知觉.与此一致的结果是男生比女生更喜爱体育活动.对男生来说,自我定向、自我决定动机和能力知觉是参加体育活动的正相关预测指标,而任务定向和无动机与体育活动参与没有关系.对女生来说,任务定向和能力知觉能够积极预测体育活动参与情况,而自我定向和无动机与体育活动的参与有负相关关系. 相似文献
10.
Susan c. Duncan PhD 《Research quarterly for exercise and sport》2013,84(3):314-323
Abstract This study investigated the mediational role of affect in the influence of perceived success, causal attributions, and friendship provisions on choice and future expectancies for success and enjoyment, using a multi-sample structural equation modeling approach. Subjects were 422 seventh- and eighth-grade students participating in physical education classes. Higher levels of perceived success, personally controllable attributions, companionship, and esteem support were found to positively influence levels of affect experienced, which in turn enhanced future expectancies for success and enjoyment in physical education and choices to participate in physical activity outside of school. Furthermore, participation experience outside of school influenced, adolescents' perceptions within the physical education setting and their consequent affect and motivation. 相似文献
11.
In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. 相似文献
12.
Papaioannou A Bebetsos E Theodorakis Y Christodoulidis T Kouli O 《Journal of sports sciences》2006,24(4):367-382
Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence. 相似文献
13.
在高校体育中,教师必须充分理解学生参加体育锻炼的动机,才能更好地实现学校体育的目标。因此,研究主要从大学生参加体育锻炼的动机(包括各种参加体育锻炼的原因)和成就目标取向的关系作调查研究。对412名不同专业一二年级的大学生,采用体育锻炼参与动机问卷调查(PMQ;Gilletal,1983),体育任务和自我取向问卷(TEOSQ;Duda&Whitehead,1996),对大学生体育锻炼的成就动机作评价。分析显示目标取向与个体动机模式(例如团队精神,技术提高等)相关,自我取向和不同的个体动机模式上存在显著联系(如社会地位和赏识)。结果表明,大学生参加体育锻炼的动机可以通过提高目标取向而提高。 相似文献
14.
任务难度和学习目标对学习动机的影响 总被引：1，自引：0，他引：1
通过对体育课堂中学生投入意愿数据的统计分析,在探讨体育课堂中不同的学习目标对学习动机的影响以及在不同的学习目标情境中,任务难度对学生学习动机的影响,验证了培养学生对体育本身内在而持久的学习动机的重要性. 相似文献
15.
Using Nicholl's (1989) and Dweck 's (1999, 2002) theories on ability as conceptual frameworks, this study explored teachers' and students' conceptions of ability in elementary physical education. Participants were 8 physical education specialists from five public schools and 160 students from their second- and fourth-grade classes. Teacher and student interviews and questionnaires were used for data collection. When asked to describe the "best" and "poorest" students in their physical education classes, teachers defined or referenced student status solely in terms of class behavior and effort, such as participation and working hard. In contrast, students primarily used ability-related indicators, such as task mastery and social comparison along with class behavior as criteria of their own ability. Overall, teachers and students had different views of "good" students in elementary physical education. In an era of standards-based learning and accountability in education, teachers may need to focus more on a task-involved climate by taking into account student learning and achievement. 相似文献
16.
Ping Xiang Melinda A. Solmon Ron E. McBride 《Research quarterly for exercise and sport》2013,84(2):185-194
Using Nicholl's (1989) and Dweck's (1999, 2002) theories on ability as conceptual frameworks, this study explored teachers' and students' conceptions of ability in elementary physical education. Participants were 8 physical education specialists from five public schools and 160 students from their second- and fourth-grade classes. Teacher and student interviews and questionnaires were used for data collection. When asked to describe the “best” and “poorest” students in their physical education classes, teachers defined or referenced student status solely in terms of class behavior and effort, such as participation and working hard. In contrast, students primarily used ability-related indicators, such as task mastery and social comparison along with class behavior as criteria of their own ability. Overall, teachers and students had different views of “good” students in elementary physical education. In an era of standards-based learning and accountability in education, teachers may need to focus more on a task-involved climate by taking into account student learning and achievement. 相似文献
17.
Athanasios Papaioannou Evaggelos Bebetsos Yannis Theodorakis Triantafyllos Christodoulidis Olga Kouli 《Journal of sports sciences》2013,31(4):367-382
Abstract Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 – 5 weeks into the academic year, 3 – 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 – 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence. 相似文献
18.
Exploring self-perceptions and social influences as correlates of adolescent leisure-time physical activity 总被引：1，自引：0，他引：1
This study examined adolescent leisure-time physical activity correlates using the expectancy-value (EV) model. Adolescents (N = 857) completed questionnaires to assess competence and value self-perceptions, social influences, and physical activity. Direct and indirect effects of self-perceptions and parent and best friend influences on physical activity were explored using structural equation modeling. Measurement models were a good fit to the data and gender invariance was supported. The structural mediation model was a reasonable fit to the data, whereby the indirect effects of parents and peers and the direct effects of competence beliefs and values together accounted for 49% of the variance in physical activity. In this model, the pattern of relationships was similar for adolescent males and females. Findings supporting the EV model provide theoretical and practical implications for understanding adolescent physical activity. 相似文献
19.
体育课教学质量与学习满意度及课外体育锻炼意向关系研究 总被引：1，自引：0，他引：1
郝思哲 《哈尔滨体育学院学报》2012,(1):77-79
以东北石油大学大一、大三年级的学生为研究对象,采取问卷调查的形式对学生课外体育锻炼行为、体育课的教学质量、体育课学习满意度和课外体育锻炼意向进行调查,旨在了解学生业余时间的体育锻炼参与行为,并进一步探讨体育课教学质量与学生学习满意度及体育锻炼意向之间的关系。结果发现：学生对体育课的教学质量评价较好,学习满意度较高,且体育课教学质量和学习满意度均会影响学生的课外体育锻炼意向。因此建议教师要通过提高体育课教学质量和学生的学习满意度来进一步影响学生的课外体育锻炼意向,使更多的学生积极参加到课外体育锻炼中。 相似文献