Expectancy-Value and Situational Interest Motivation Specificity on Engagement and Achievement Outcomes in Physical Education

• In Event: Images and Attitudes Surrounding Physical Education

Abstract

To be successful in learning, students need to motivate themselves to engage and achieve. Guided by the domain-specificity motivation theory, the study was designed to identify specific impact from situational interest and expectancy-value constructs on engagement and achievement outcomes in physical education. A random student sample (n=346) from eight Chinese middle schools provided data on situational interest, expectancy-value, physical activity (caloric expenditure via accelerometry), knowledge and skills. Correlation, regression, and structural equation analyses revealed differentiated impact from different motivation components on the outcomes measures: Utility Value on knowledge, Novelty and Expectancy Beliefs for Success on skills, and Situational Interest on physical activity. The findings imply that educators need to adopt motivation strategies compatible to specific outcomes of physical education.

Authors

• Haiyong Ding, Shanghai University of Sport

• Ang Chen, University of North Carolina - Greensboro

• Haichun Sun, University of South Florida