Achievement Goals as Predictors of Expectancy-Value Motivation, Effort, and Intention Xiaoxia Su 1 , Ron E. McBride 1 , Ping Xiang 1 , Jaeyoung Yang 1 , Fatma Sacli 2 , Robert Speer 1 Glenn Schroeder 1 (1)Texas A&M University (2)Hacettepe University 1
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Achievement Goals as Predictors of Expectancy-Value Motivation, Effort, and Intention
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Achievement Goals as Predictors of Expectancy-Value Motivation, Effort, and Intention
Xiaoxia Su1, Ron E. McBride1, Ping Xiang1,
Jaeyoung Yang1, Fatma Sacli2, Robert Speer1
Glenn Schroeder1
(1) Texas A&M University
(2) Hacettepe University 1
Introduction
The prevalence of childhood obesity in U.S.
The discrepancy on obesity rate among at-risk children (Caucasian, 14.0%; African-American, 24.3%; Hispanic-American, 21.2%; Ogden,
Carroll, Kit, & Flegal, 2012 ).
Summer sports camp can provide valuable opportunities for children to be physically active during the summer months (Jago & Baranowski, 2004).
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Introduction
Motivation is the driving force of physical activity
participation (Pintrich & Schunk, 1996)
Achievement goal theory (Nicholls, 1989) and
expectancy-value theory (Eccles et al., 1983; Wigfield & Eccles, 2000) are
two well-established theories that explain students’
motivation.
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The 2×2 Achievement Goals
Mastery-approach goal (MAp) Aims to learn or improve one’s skill
Mastery-avoidance goal (MAv) Striving to avoid learning failures or skill decline
Performance-approach goal (PAp) Aims to outperform others
Performance-avoidance goal (PAv) Striving to avoid doing worse than others
4(Elliot & McGregor, 2001)
Expectancy-Value Motivation
Expectancy beliefs: children’s perceptions about how
well they will perform the activity
Task values: perceptions about the value of the activity
Usefulness
Importance
Interest
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The Purpose of Study
To examine how 2×2 achievement goals
predict expectancy-value motivation, effort,
and intention for future leisure-time physical
activity.
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MethodsSetting
A summer sports camp in the southern U.S. Two 3-week sessions
Participants 97 boys attending this summer camp
Ages:10- 13 (M=11.56, SD=1.95)
Ethnicity: Hispanic (48.5%), Caucasian American (27.8%), African American (18.6%), Asian American (1.0%), and other (4.1%).
Prior to the study, permission was obtained from the university institutional review board (IRB) and all participants.
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Methods
2× 2 achievement goals: a 12-item scale adapted from the Achievement Goal Questionnaire–Physical Education (Guan, McBride, & Xiang, 2007)
Expectancy-value motivation: a 11-item scale adapted from Xiang, McBride, and Bruene (2006)
Effort – a 4-item scale adapted from Guan, Xiang, and McBride(2006)
Intention - a 3-item scale adapted from Shen, McCaughtry, and Martin (2007)
Instrumentation
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MethodsProcedure
Participants completed questionnaires on the third day of camp.
• Extended the view that MAp goal is motivationally
adaptive to a summer sports camp setting.
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Discussion/Conclusion
Supported previous studies that PAp was associated
with positive student learning outcomes (Gao et al., 2012; Chen et al.,
2009) .
Based on the study results, we suggest that camp
designers promote MAp and PAp to optimize student
engagement and learning in summer sports camps.
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Directions for Future Research Include female participants and examine gender
differences
Use longitudinal study to examine the changes on the predictive utility of the 2×2 achievement goals in expectancy-value motivation, effort, and intention
Include qualitative data (e.g., interviews, journals, observations)
Replicate this study in other settings such as physical education classes.
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References (Selected)1. Jago, R., & Baranowski, T. (2004). Non‐curricular approaches for
increasing physical activity in youth: A review. Preventive Medicine, 39(1), 157‐163.
2. Ogden, C. L., Carroll, M., Kit, B. K., & Flegal, K. M. (2012). Prevalence of obesity and trends in body mass index among US children and Adolescents, 1999-2010. Journal of American Medical Association, 307, 483-491.
3. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.
4. Xiang, P., McBride, R. E., & Bruene, A. (2006). Fourth-grade students’ motivational changes in an elementary physical education running program. Research Quarterly for Exercise and Sport, 77, 195-207.