Examining Expectancy-Value Motivation, Skill Performance, and After-School Physical Activity Participation

Purpose

It is argued that learners' motivation is largely based on their expectancy beliefs in and task values of the content (Eccles et al., 1983). The expectancy beliefs refer to learners' belief about success in accomplishing a task, and the task values are learners' perceptions of the worth of the task, including importance, interest, and utility values. The task values appear to enhance achievement choices and engagement, whereas expectancy beliefs are associated with achievement (Schunk & Zimmerman, 2006). The purpose of this study was to examine the relationship of expectancy beliefs and task values with skill performances and after-school physical activity in middle school students. Based on extensive literature review, we hypothesized that student' expectancy-value motivation predicted skill performances in physical education, which in turn, predicted after-school physical activity.

Methods

Students in the 6th-8th grades (n=439) from nine suburban schools responded to the modified Expectancy-Value Questionnaire (EVQ, Eccles & Wigfield, 1995) on a 5-point likert scale with five expectancy belief items and six task value items (two each for importance, interest, and utility values). Skill achievement was assessed using a badminton overhand striking test for throwing-type motion (Lockerhart & McPerson, 1949) and basketball control-dribble test for footwork and coordination (AAHPERD, 1984). A modified Three-Day Physical Activity Recall questionnaire (Weston et al., 1997) was administrated to students on three separate days for them to record any activities they did from 3:00-10:00p.m. on the previous day.

Analysis/Results

The confirmatory factor analysis revealed that the measurement model of EVQ was preserved very well (S-B χ²=77.129, df=40, p<.05, CFI=.972, SRMR=.036, RMSEA=.046, CI₉₀: 030, 0.061) with a composite reliability coefficient Rho (ρ) =.906. Subsequently, the hypothesized structural model was retained with good data-model fit (S-B χ²=151.031, df=83, p<.05, CFI =.963, SRMR=.047, RMSEA=.043, CI₉₀: .032, .054) and explained 20.4% of variability in skill performance and 7.2% in after-school physical activity. As hypothesized, student expectancy-value motivation predicted their skill performance in physical education classes; then through skill performance, predicted after-school physical activity.

Conclusions

The findings reveal that when students believe they can be successful and value the content, they are likely to become motivated and obtain a higher level of skill performances. The motivation and skillfulness, in turn, will enhance their likelihood to participate in after-school physical activities. The findings suggest the importance of enhancing expectancy-value motivation and skillfulness for students to become motivated learners in physical education and become physically active in after-school hours.