Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students' physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from.19 to.26, ps
CITATION STYLE
Chen, S., & Chen, A. (2012). Ninth graders’ energy balance knowledge and physical activity behavior: An expectancy-value perspective. Journal of Teaching in Physical Education, 31(4), 293–310. https://doi.org/10.1123/jtpe.31.4.293
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