Fourth Graders' Motivation in an Elementary Physical Education Running Program
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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.
The Elementary School Journal
author list (cited authors)
Xiang, P., McBride, R. E., & Bruene, A.
complete list of authors
Xiang, Ping||McBride, Ron E||Bruene, April