Ninth graders’ energy-balance knowledge and physical activity behavior: An expectancy-value perspective
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Ang Chen, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students’ physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from .19 to .26, ps < .01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -.33 to -.39, ps < .01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students’ expectancy beliefs and interest value and alleviate their negative perceptions and experiences.
Ninth graders’ energy-balance knowledge and physical activity behavior: An expectancy-value perspective
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Created on 12/5/2018
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Additional Information
- Publication
- 31 (4), 293-310
- Language: English
- Date: 2012
- Keywords
- motivation, learning, physical education