The expectancy-value theory: A meta-analysis of its application in physical education.
The expectancy-value theory: A meta-analysis of its application in physical education.
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期望值理论：对其在体育中的应用的荟萃分析。
DOI：
10.1016/j.jshs.2022.01.003
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发表时间：
2023-01
影响因子：
11.7
通讯作者：
Chen, Ang
中科院分区：
文献类型：
--
作者：
Shang, Chaojie;Moss, Alexander Clayton;Chen, Ang
在体育情境下，学习环境和个体特征对期望价值理论动机有影响。学生从课堂获得的社会支持、教师和同龄人表现出的动机、积极的学习环境是影响学生EVT动机的三个主要因素。体育教师可以通过促进学生预期信念和任务价值观的发展来发展积极的结果，包括注意力、坚持性、参与度、努力、课堂体育活动和情景兴趣。在当前的研究中，成本仍然是一个未被充分研究的因素。激励学生的目的是为了提高他们的学习成绩。期望值理论(EVT)已经在课堂和体操中证明了它在激励学生方面的有效性。了解学生在体育教学中的动机是必要的。这篇荟萃分析综述旨在通过评估体育研究中的证据来揭示EVT的决定因素和功能。我们遵循系统回顾和荟萃分析的首选报告项目(PRISMA)指南，通过生成和分析研究的效应大小来确定和荟萃分析从2010年1月到2020年12月发表的当前研究文献。共纳入31项研究。结果表明，社会支持、教师和同龄人的动机、积极的班级氛围对学生的英语学习动机有预测作用。事件动机对学生的学习行为、情境兴趣、健身表现、健康行为功能、校外体育活动和体育技能发展有预测作用。事件动机对健身房学习行为和情境兴趣的发展有促进作用。它可能导致健康增强，健康行为改变，校外体育活动参与，以及体育技能的发展。培养以掌握为中心和/或学生自主的学习环境，在这种环境中，学生感受到成功和任务价值观可以增强和最大化学生的EVT动机和学习成就。
Learning environment and individual characteristics have an influential impact on expectancy value theory (EVT) motivation in the physical education context. Social supports students receive from class, motivation displayed by teachers and peers, and a positive learning environment emerged as 3 primary factors influencing students’ EVT motivation. Physical educators can develop positive outcomes, including concentration, persistence, engagement, effort, in-class physical activity, and situational interests, by facilitating students’ development of expectancy beliefs and task values. Cost remains an understudied factor in current studies. The purpose of motivating students is to enhance their learning achievement. The expectancy-value theory (EVT) has demonstrated its efficacy in motivating students in classrooms and in gymnasia. Understanding student motivation in physical education is needed. This meta-analysis review aimed to reveal the determinants and functions of EVT by evaluating the evidence in physical education research. We followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines to identify and meta-analyze the current research literature published from January 2010 to December 2020 by generating and analyzing the effect sizes from the studies. A total of 31 studies were included. The results show that social support, motivation of teachers and peers, and positive class climate can predict student EVT motivation. EVT motivation predicts student learning behaviors, situational interests, fitness performance, health behavior function, out-of-school physical activity, and physical skill development. EVT motivation could facilitate learning behaviors and situational interest development in the gymnasium. It might lead to fitness enhancement, health behavior change, out-of-school physical activity participation, and physical skill development. Fostering a learning environment with a mastery-centered and/or student autonomy approach where students perceived success and the task values can enhance and maximize student EVT motivation and learning achievement.
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2.2
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通讯作者：
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