Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes
Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes
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DOI：
10.1123/jtpe.32.3.253
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发表时间：
2013-07-01
影响因子：
2.8
通讯作者：
Chen, Ang
中科院分区：
文献类型：
--
作者：
Ding, Haiyong;Sun, Haichun;Chen, Ang
为了在学习中取得成功，学生需要积极参与和学习。领域特异性动机理论阐明，学生的动机往往是由所教的内容。本研究的目的是通过确定情境兴趣和期望价值动机的领域特异性，在体育参与和成就成果方面的理论进行扩展。随机抽取了8所中学的学生样本（N = 346），提供了情境兴趣、期望值、参与度以及获得的知识和技能的数据。相关性，回归和结构方程模型分析的结果显示，因果关系的推论，表现出不同的动机组件的结果测量的影响：任务值是特定的知识成果，期望信念的技能，和情境兴趣的参与。研究结果表明，体育教育工作者需要采取与特定学习成果相适应的激励策略，以最大限度地提高学生的参与和成就动机。
To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. Results from correlation, regression, and structural equation model analyses revealed causal inferences demonstrating differentiated effects of motivation components on the outcome measures: task values were specific to knowledge outcome, expectancy beliefs to skills, and situational interest to engagement. The findings imply that physical educators need to adopt motivation strategies compatible to specific learning outcomes to maximize student motivation for engagement and achievement.