Content specificity of expectancy beliefs and task values in elementary physical education.
The curriculum may superimpose a content-specific context that mediates motivation (Bong, 2001). This study examined content specificity of the expectancy-value motivation in elementary school physical education. Students' expectancy beliefs and perceived task values from a cardiorespiratory fitness unit, a muscular fitness unit, and a traditional skill/game unit were analyzed using constant comparison coding procedures, multivariate analysis of variance, X2, and correlation analyses. There was no difference in the intrinsic interest value among the three content conditions. Expectancy belief attainment, and utility values were significantly higher for the cardiorespiratory fitness curriculum. Correlations differentiated among the expectancy-value components of the content conditions, providing further evidence of content specificity in the expectancy-value motivation process. The findings suggest that expectancy beliefs and task values should be incorporated in the theoretical platform for curriculum development based on the learning outcomes that can be specified with enhanced motivation effect.
Chen
Ang
A
Department of Kinesiology, University of Maryland, College Park, MD 20742, USA. angchen@umd.edu
Martin
Robert
R
Ennis
Catherine D
CD
Sun
Haichun
H
D000124:Achievement; D000704:Analysis of Variance; D001294:Attitude to Health; D016009:Chi-Square Distribution; D002648:Child; D003479:Curriculum; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D010806:Physical Education and Training; D015203:Reproducibility of Results; D012574:Schools