Patterns of situational engagement and task values in science lessons

High prevalence of depression and physical inactivity have been consistently reported among college students, especially in females. Guided by Lubans et al.’s conceptual framework, the primary purpose of this study was to examine the longitudinal relationships of PA motivation with leisure-time PA and depressive symptoms among college students over one academic year. Employing a longitudinal repeated measure design, 1004 college students in China were recruited in this study (28.3% males and 71.7% females; M age = 18.93 ± 0.64 years; 18–22 years old). Participants completed previously validated questionnaires assessing PA motivation (perceived competence beliefs and task values toward PA), leisure-time PA participation, and depressive symptoms in Fall 2016 (Time 1) and Fall 2017 (Time 2). Both male and female college students showed a significant increase of depressive symptoms from freshmen to sophomores (p < 0.05). The regression models indicated that perceived competence beliefs and task values toward PA were significant predictors of depressive symptoms at Time 2 (p < 0.05) after controlling for Time 1 measures in males and females, respectively. Physically active college students consistently demonstrated higher PA motivation, and they displayed fewer depressive symptoms compared to inactive peers over time (p < 0.05). The findings suggest sex-specified motivational intervention strategies and PA promotion programs/opportunities are needed to reduce depression symptoms among college students over time.

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Parents Shape their Children’s Physical Activity During Unstructured Recess Through Intrinsic Value the Children Possess

International Journal of Physical Education Fitness and Sports ◽

10.34256/ijpefs21311 ◽

2021 ◽

pp. 103-113

Author(s):

Yangyang Deng ◽

Yongju Hwang ◽

Todd Layne ◽

Sami Yli-Piipari

Keyword(s):

Physical Activity ◽

Intrinsic Value ◽

Value Theory ◽

School Students ◽

Convenience Sample ◽

Expectancy Value ◽

Task Values ◽

School Time ◽

Beliefs And Values ◽

And Task

Parents beliefs processes has shown to relate to their children’s decisions making. Thus, grounded in the expectancy-value theory, the aim of this study was to examine parents’ role in shaping elementary school students’ beliefs and task values toward students’ school-time physical activity (PA) and their moderate-to-vigorous (MVPA) behavior during unstructured recess. A convenience sample of 115 (Mage = 10.12±1.81) children and their parents/guardians were recruited, and their expectancy-beliefs and attainment, utility, and interest values toward school-time PA were assessed. In addition, children’s MVPA during recess was measured using waist-attached accelerometers. Results showed that parents impacted children’s recess PA in different ways depending on children’s gender. In girls, parents’ beliefs and values transferred directly to the subsequent values of their children, whereas parents’ beliefs were the central predictors of boys’ beliefs and values. Parents’ intrinsic value moderated girls’ MVPA via the intrinsic value of the participants possessed (Z = 1.73, p = .010, 90% CI [.36, 2.93]), whereas parents’ beliefs moderated boys’ intrinsic value – MVPA relationship (Z = .78, p < .001, 90% CI [.39, 1.10]). This study suggests applying gender-specific strategies when trying to understand how beliefs and task values impact PA-related behaviors.

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Situational expectancies and task values: Associations with students' effort

Learning and Instruction ◽

10.1016/j.learninstruc.2016.10.009 ◽

2017 ◽

Vol 47 ◽

pp. 53-64 ◽

Cited By ~ 23

Author(s):

Julia Dietrich ◽

Jaana Viljaranta ◽

Julia Moeller ◽

Bärbel Kracke

Keyword(s):

Task Values ◽

And Task

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Content Specificity of Expectancy Beliefs and Task Values in Elementary Physical Education

Research Quarterly for Exercise and Sport ◽

10.1080/02701367.2008.10599483 ◽

2008 ◽

Vol 79 (2) ◽

pp. 195-208 ◽

Cited By ~ 18

Author(s):

Ang Chen ◽

Robert Martin ◽

Catherine D. Ennis ◽

Haichun Sun

Keyword(s):

Physical Education ◽

Task Values ◽

Elementary Physical Education ◽

Content Specificity ◽

And Task

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The effects of expectancy and task values on Chinese doctoral students’ anxiety about using English for academic oral communication

Teaching and Researching Chinese EFL/ESL Learners in Higher Education ◽

10.4324/9781003178118-8-9 ◽

2021 ◽

pp. 150-168

Author(s):

Yining Zhang

Keyword(s):

Doctoral Students ◽

Oral Communication ◽

Task Values ◽

And Task ◽

Chinese Doctoral Students

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Improving students’ knowledge and values in physical education through Physical Best lessons

European Physical Education Review ◽

10.1177/1356336x16645366 ◽

2016 ◽

Vol 23 (2) ◽

pp. 223-236 ◽

Cited By ~ 5

Author(s):

Melissa Leonetti ◽

Xihe Zhu ◽

Senlin Chen

Keyword(s):

Energy Balance ◽

Physical Education ◽

Test Scores ◽

Analysis Of Covariance ◽

Knowledge Test ◽

Task Values ◽

Comparison Groups ◽

The Difference ◽

Over Time ◽

And Task

This study examined the effects of using Physical Best lessons to promote adolescent energy balance knowledge and task values. Seventh graders ( N = 90) were randomly assigned to the experiment and the comparison groups. The experiment group took 10 selected Physical Best lessons, while the comparison experienced 10 district lessons. Pre- and post-measurements of knowledge and task values were taken at the beginning and the end of the experiment. Analysis of covariance and multivariate analysis of variance were conducted to test the difference over time and between the groups in energy balance knowledge test scores and task values. Both groups improved knowledge test scores, but the experiment group scored significantly higher than the comparison, controlling for the pre-test. The comparison group reported higher initial attainment values which declined over time, while the experiment group increased. The findings suggested that Physical Best lessons were effective ( ηp2=.18) in improving students’ energy balance knowledge in 10 structured lessons, and that students reported a higher perceived value about the importance of physical education after they learned energy balance and exercise principles. Perhaps these concepts should be taught in physical education to improve student knowledge and perceived values of the subject.

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