The Effects of Expectancy-Value Motivation on Cognitive Engagement and Learning Achievement in Physical Education

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Abstract

Guided by the expectancy-value theory (EVT), the purpose of the study was to determine the role of EVT motivation in explaining the contribution of cognitive engagement to learning caloric balance knowledge in high school physical education (PE). Data were collected from 575 ninth-grade students who were studying caloric-balanced living with a concept-based curriculum. Structural equation analysis revealed that expectancy beliefs contributed to reasoning task performances (β = .12, p < .05) and indirectly influenced knowledge gain (β = .02, p = .055). Knowledge gain was directly and indirectly influenced by cognitive engagement in descriptive, relational, and reasoning tasks. The findings suggest the central role of expectancy beliefs in cognitive engagement, which leads to knowledge gain.

Authors

• Jihyun Song, University of North Carolina - Greensboro

• Wen-Yi Wang, University of Taipei

• Chaojie Shang, University of North Carolina - Greensboro

• Alexander Clayton Moss, University of North Carolina - Greensboro

• Alireza Hosseinikhezri, University of North Carolina - Greensboro

• Ang Chen, University of North Carolina - Greensboro