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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. Texas A&M University Hacettepe University. Introduction. - PowerPoint PPT Presentation
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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.
Data Analysis
Cronbach’s coefficient alphas
Descriptive statistics
Pearson product-moment correlations
Multiple regressions
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Results
Mean SD Cronbach's α MAp 4.16 0.64 .80MAv 3.19 0.99 .69PAp 3.30 1.03 .81PAv 3.61 0.91 .66Expectancy belief 3.75 0.58 .74Usefulness 3.79 0.71 .75Importance 3.87 0.70 .78Interest 4.17 0.72 .78Effort 3.61 0.78 .72Intention 3.16 1.04 .81
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ResultsTable 2. Inter-correlations among Study Variables
**p<.01, *p<.05
1 2 3 4 5 6 7 8 9 10
1. MAp 1
2. MAv .10 1
3. PAp .18 .17 1
4. PAv .18 .35** .30** 1
5. Expectancy belief .46** -.15 .33** -.01 1
6. Usefulness .37** -.12 .23* .18 .40** 1
7. Importance .29** .03 .44** .15 .46** .31** 1
8. Interest .46** -.21* .14 .08 .49** .44** .30** 1
9. Effort .49** -.05 .14 .12 .42** .43** .14 .30** 1
10. Intention .36** -.06 .41** .19 .51** .38** .25* .37** .32** 1
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ResultsMultiple Regressions
Expectancy beliefs, F (4,83) = 10.68, p < .001, R2 = .34
Interest, F (4,83) = 8.14, p < .001, R2 = .28
Importance, F (4,83) = 6.334, p < .001, R2 = .23
Effort, F (4,84) = 5.86, p < .001, R2 = .22
Intention, F (4,84) = 9.31, p < .001, R2 = .31
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Results
• MAp positively predicted boys' expectancy beliefs (β = .423,
t = 4.58, p < .001), interest (β = .389, t = 4.04, p < .001), importance (β
= .442, t = 4.25, p < .001), effort (β = .404, t = 4.04, p < .001), and
intention (β = .332, t = 3.53, p < .001).
• MAv negatively predicted expectancy beliefs (β = -.208, t = -
2.17, p < .05), interest (β = -.323, t = -3.22, p < .01), and intention (β =
-.221, t = -2.27, p < .05).
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Results
• PAp positively predicted expectancy beliefs (β = .326, t =
3.39, p < .01), and intention (β = .330, t = 3.35, p < .001).
• PAv was not a predictor of any of the dependent
variables.
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Discussion/Conclusion
• Supported the view that MAp goals are positively
associated with expectancy-value motivation, effort, and
intention (Agbuga, Xiang, & McBride, 2010; Shen, Chen, & Guan, 2007; Gao et al., 2012)
• 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.
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Thank you…
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