Ninth Graders' Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

被引:33
作者
Chen, Senlin [1 ]
Chen, Ang [2 ]
机构
[1] Iowa State Univ, Dept Kinesiol, Ames, IA 50011 USA
[2] Univ N Carolina, Dept Kinesiol, Greensboro, NC 27412 USA
关键词
motivation; learning; physical education; EDUCATION; MOTIVATION; STUDENTS; DETERMINANTS; ADOLESCENTS; LITERACY; VALIDITY; CHILDREN; SCIENCE; CHOICE;
D O I
10.1123/jtpe.31.4.293
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:293 / 310
页数:18
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