TY - JOUR
T1 - College students' motivation toward weight training
T2 - An application of expectancy-value model
AU - Gao, Zan
AU - Xiang, Ping
PY - 2008/7
Y1 - 2008/7
N2 - Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.
AB - Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.
KW - Expectancy-related beliefs
KW - Stereotype
KW - Subjective task values
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U2 - 10.1123/jtpe.27.3.399
DO - 10.1123/jtpe.27.3.399
M3 - Article
AN - SCOPUS:53349120883
SN - 0273-5024
VL - 27
SP - 399
EP - 415
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 3
ER -