Longitudinal Relations Among Students’ Gender Role Beliefs, Task Values, and Motivations in Running Activities

• In Event: Poster Session 5
  In Poster Session: Motivational Processes Related to Goals, Emotions, Interest, and Self-Regulation

Abstract

This study examines the longitudinal relations among gender role beliefs, running motivation and task values as well as mean-level changes of the major variables. The data on the major variables were collected across 4 years on 246 participants. Gender role beliefs and task values decreased over year while intention increased. The results indicated that gender role beliefs were predictive for students’ task values and intention for running participation. The study also provides the first documentation that girls were more likely than boys to consider running masculine and therefore less motivated in participating in running. Findings suggest the interventions that target reducing the gender role beliefs in early school years, especially to girls, to increase the students' motivation in running activities.

Authors

• Xueying Francis, Texas A&M University - College Station

• Ping Xiang, Texas A&M University