Scheduled for Free Communication: Motivation and Psychological Factors, Wednesday, March 17, 2010, 10:30 AM - 11:45 AM, Convention Center: 110


A Hierarchical Linear Modeling of Expectancy-Value Motivation and Learning

Senlin Chen, University of North Carolina–Greensboro, Greensboro, NC and Ang Chen, University of North Carolina–Greensboro, Greensboro, NC

Background/Purpose

Expectancy-Value theory postulates that learners are motivated by expectancy beliefs for success and perceptions of importance (attainment value), interest (intrinsic value), and usefulness (utility value) of the content. Recent data showed that physical education learners are highly motivated with expectancy beliefs and task values. It is not clear, however, to what extent that expectancy-value motivation contribute to competence-based learning such as learning fitness-related knowledge (Zhu et al. 2008). It is also not clear how in-class physical activity levels and the motivation interact to influence the learning of fitness knowledge. The purpose of this study is to examine the contribution of expectancy-value motivation to fitness knowledge learning as influenced by in-class physical activity.

Method

Students in third (n = 173), fourth (n = 199), and fifth (n = 119) grades from 11 elementary schools randomly selected from a large school district reported their expectancy beliefs and task values on the modified Expectancy-Value Questionnaire (Eccles & Wigfield, 1995). Their fitness knowledge gains were calculated using residual-adjusted scores on a standardized fitness knowledge test administered pre- and post-semester. In-class physical activity (in calories and activity amount) was measured using RT3 accelerometers worn by four to six students during each lesson.

Analysis/Results

Hierarchical linear models were applied with students' expectancy belief and task values as level-1 (i.e. individual) variables and physical activity as a level-2 (i.e. class) variable, fitness knowledge gain as the dependent variable. The results showed that students in all three grades were highly motivated (expectancy belief: M = 4.08, SD = .72; attainment value: M = 4.12, SD = .81; intrinsic interest value: M = 4.32, SD = .89; utility value: M = 4.11, SD = .88). In-class physical activity (a level 2 variable) (t = 3.18, p <.01) and the attainment value (t = 3.07, p < .01) positively predicted fitness knowledge gain after controlling for other level-1 variables. However, the inter-level interaction analysis showed that in-class physical activity negatively mediated the contribution of the attainment value to fitness knowledge gain (t = - 3.10, p <.01).

Conclusions

The findings present a potential curricular dilemma in physical education: increasing in-class physical activity level without addressing the value of the task(s) may limit the contribution of engaging in physical activity and expectancy-value motivation to fitness knowledge learning. The findings suggest that physical educators should consider the relationship between physical activity, motivation, and learning achievement when designing a curriculum.


Keyword(s): curriculum and instruction, elementary issues, research

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