Nothing but being there matters: Expectancy-value motivation between U.S. and Chinese middle school students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ang Chen, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Current literature theorizes that culture-induced expectancy beliefs and values in learning mayengage learners of varied cultures in differentiated motivational processes. The purpose of thestudy was to determine the extent to which U.S, and Chinese middle school students differedin expectancy-value motivation in physical education. Middle school students from the U.S. (n =813.14 schools) and China (n = 806, 8 schools) provided data on expectancy-value motivation inphysical education. A MANOVA with country as the independent factor and grade level ascovariate revealed that the U.S. students held higher expectancy beliefs (p =.001, ?2=.62), whilethe Chinese students showed stronger appreciation for the attainment (p =.001, ?2=33) andutility values (p =.001, ?2=.35). The students from both countries equally appreciated theintrinsic value (p -45). A canonical correlation analysis demonstrated that the expectancyvaluemotivation declined with age/grade increase at the same pace regardless of culture. Thesefindings clarity for us the cultural influence or non-cultural influence on the expectancyvaluemotivation in middle school students. They inform us about the potential to developintrinsic-value based across-cultural motivation strategies as well as the cultural sensitivity ofapplying motivation strategies focusing on expectancy of success, attainment value, andutility value.

Additional Information

International Education, 43, 7-20
Language: English
Date: 2013
expectancy-value theory, physical education, Chinese middle school students , American middle school students, motivation

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