Fourth Graders' Motivation in an Elementary Physical Education Running Program Academic Article uri icon

abstract

  • In this study we examined students' motivation in an elementary physical education running program using achievement goal theory and an expectancy-value model of achievement choice as theoretical frameworks. Fourth graders (N = 119) completed questionnaires assessing their achievement goals, expectancy-related beliefs, subjective task values, and intention for future participation in running. They also completed a 1-mile run as a performance outcome. 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 running and their performance on the 1-mile run. Although boys and girls did not differ significantly in mean scores on the variables, they seemed to be motivated by a different combination of achievement goals, expectancy-related beliefs, and subjective task values. Findings provided empirical evidence supporting the use of multiple theoretical perspectives in motivation and achievement research in physical education.

published proceedings

  • The Elementary School Journal

author list (cited authors)

  • Xiang, P., McBride, R. E., & Bruene, A.

citation count

  • 47

complete list of authors

  • Xiang, Ping||McBride, Ron E||Bruene, April

publication date

  • January 2004