Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 33, 2013 - Issue 4
706
Views
10
CrossRef citations to date
0
Altmetric
Articles

Motivational cost aspects of physical education in middle school students

&
Pages 465-481 | Received 10 Feb 2011, Accepted 05 Dec 2012, Published online: 08 Apr 2013

References

  • Alexander, P. A. (2006). Psychology in learning and instruction. Columbus, OH: Prentice-Hall.
  • Alexander, P. A., & Winne, P. H. (Eds.). (2006). Handbook of educational psychology. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Anderson, P. N. (2000). Cost perception and the expectancy-value model of achievement motivation. Paper presented at the annual meeting American Educational Research Association, New Orleans, LA.
  • Anfara, V. A., Mertens, S. B., & Caskey, M. M. (Eds.). (2007). The young adolescent and the middle school. Charlotte, NC: Information Age.
  • Bong, M., & Skaalvik, E. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40.
  • Buchanan, J. M. (1969). Cost and choice: An inquiry in economic theory. Chicago, IL: The University of Chicago Press.
  • Chen, A., & Liu, X. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28, 192–213.
  • Chen, A., Martin, R., Ennis, C. D., & Sun, H. (2008). Content specificity of expectancy beliefs and task values in elementary physical education. Research Quarterly for Exercise and Sport, 79(2), 195–208.
  • Covington, M. V., & Beery, R. G. (1976). Self-worth and school learning. New York, NY: Holt, Rinehatt and Winston.
  • Eccles, J. S. (1983). Expectations, values and academic behaviors. In: J. T. Spence (Ed.), Achievement and achievement motivations (pp. 75–146). San Francisco, CA: WH.
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The structure of adolescents’ academic achievement related-beliefs and self-perceptions. Personality and Social Psychology Bulletin, 21, 215–225.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
  • Ennis, C. D. (1999). Creating a culturally relevant curriculum for disengaged girls. Sport, Education, and Society, 4, 31–49.
  • Ennis, C. D. (2000). Canaries in the coal mine: Responding to disengaged students using theme-based curricula. Quest, 52, 119–130.
  • Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519–533.
  • Fries, S., & Dietz, F. (2007). Learning in the face of temptation: The case of motivational interference. Journal of Experimental Education, 76, 93–112.
  • Goodlad, J. I. (2004). A place called school: Twentieth anniversary edition. New York, NY: McGraw-Hill.
  • Goudas, M., Dermitzaki, I., & Bagiatis, K. (2001). Motivation in physical education is correlated with participation in sport after school. Psychological Reports, 88, 491–496.
  • Grund, A., & Fries, S. (2012). Motivational interference in study-leisure conflicts: How opportunity costs affect the self-regulation of university students. Educational Psychology, 32, 589–612.
  • Jacobs, J., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In: C. Samsone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 405–439). San Diego, CA: Academic Press.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’ self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.
  • Lambert, L. T. (2004). Standards-based program design: Creating a congruent guide for student learning. In: S. J. Silverman & C. D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (pp. 129–146). Champaign, IL: Human Kinetics.
  • National Association for Sport and Physical Education [NASPE] (2004). Moving into the future: National standards for physical education. (2nd ed.). Reston, VA: Author.
  • National Center for Education Statistics [NCES]. (2003). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 2001–02. US Department of Education: Institute of Education Sciences.
  • Nicholls, J. G. (1976). Behavior in virtuoso, but it’s better to have ability: Evaluative responses to perception of effort and ability. Journal of Research in Personality, 10, 306–315.
  • Nisbett, R., & Wilson, T. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231–259.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686.
  • Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: Wiley & Sons.
  • Seaman, M. A., Levin, J. R., & Serlin, R. C. (1991). New developments in pairwise multiple comparisons: Some powerful and practicable procedures. Psychological Bulletin, 110, 577–586.
  • Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and Science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70–83.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.
  • Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In: A. Wigfield, J. S. Eccles, & The Institute for Research on Women and Gender (Eds.), Development of achievement motivation (pp. 91–120). San Diego, CA: Academic Press.
  • Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–432.
  • Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. In: K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 55–75). New York, NY: Routledge.
  • Xiang, P., McBride, R., & Bruene, A. (2004). Fourth graders’ motivation in an elementary physical education running program. Elementary School Journal, 104, 253–266.
  • Xiang, P., McBride, R., Guan, J. M., & Solmon, M. (2003). Children’s motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74, 25–35.
  • Zhu, X., & Chen, A. (2010). Adolescent expectancy-value motivation and learning: A disconnected case in physical education. Learning and Individual Differences, 20, 512–516.
  • Zhu, X., Ennis, C. D., & Chen, A. (2011). Implementation challenges for a constructivist physical education curriculum. Physical Education and Sport Pedagogy, 16, 83–99.
  • Zhu, X., Sun, H., Chen, A., & Ennis, C. D. (2012). Measurement invariance of expectancy-value questionnaire in physical education. Measurement in Physical Education and Exercise Sciences, 16, 41–54.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.