Background/Purpose: The expectancy-value model is a powerful framework to understand students' achievement-related behaviors in physical education (PE; Xiang et al., 2006). Further, researchers (Weiss, 2008) have called for integration of expectancy-value model with other motivational theories to better understand students' motivational behaviors. This study attempted to integrate expectancy-value model with self-determination theory (Deci & Ryan, 2007) in order to evaluate the influence of expectancy-value constructs and situational motivation (intrinsic motivation, identified regulation, external regulation, amotivation) on students' intention for future participation in PE and moderate to vigorous physical activity (MVPA).
Method: Participants were 205 (99 boys and 106 girls) students at a southeastern middle school. They completed previously validated questionnaires assessing their expectancy-related beliefs, task values, situational motivation, and intention for future participation in PE. Students' percentage of time engaged in MVPA in PE classes was measured by Actical accelerometers.
Analysis/Results: Hierarchical regression analyses, entering situational motivation first, followed by the expectancy-value constructs, indicated that expectancy-related beliefs, task values, and intrinsic motivation (β = .17, .42, .26, respectively; all p< .01) were positive predictors of intention (R2 = 41.0%). Expectancy-related beliefs (β = .29, p< .01) was only positive predictor of the percentage of time engaged in MVPA (R2 = 9.8%).
Conclusions: Results support the integration of expectancy-value model with self-determination theory to examine students' motivational outcomes in PE. Emphasizing task values and maintaining positive beliefs are important in the promotion of students' motivation, which will increase students' engagement in MVPA and participation in PE in the future.