ERIC Number: EJ741740
Record Type: Journal
Publication Date: 2006-Jun
Pages: 13
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0270-1367
EISSN: N/A
Fourth-Grade Students' Motivational Changes in an Elementary Physical Education Running Program
Xiang, Ping; McBride, Ron E.; Bruene, April
Research Quarterly for Exercise and Sport, v77 n2 p195-207 Jun 2006
Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education. (Contains 3 tables.)
Descriptors: Student Motivation, Physical Activities, Physical Education, Student Attitudes, Aspiration, Expectation, Gender Differences, Predictor Variables, Persistence, Interest Inventories, Ability Identification
American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A