University students' ability-expectancy beliefs and subjective task values for exergames

2014 ◽  
Vol 75 ◽  
pp. 149-161 ◽  
Author(s):  
Nikolaos Vernadakis ◽  
Olga Kouli ◽  
Efi Tsitskari ◽  
Asimenia Gioftsidou ◽  
Panagiotis Antoniou
Keyword(s):  
University Students ◽  
Task Values ◽  
Subjective Task Values

scholarly journals EXERGAMING IMPROVES SELF-EFFICACY IN SUSTAINING PHYSICAL ACTIVITY AMONG SEDENTARY UNIVERSITY STUDENTS

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hafzan Yusoff ◽  
Wan Nudri Wan Daud ◽  
Ahmad Syahmi Rasyad
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Self Efficacy ◽  
Task Values ◽  
Subjective Task Values ◽  
The Future ◽  
Before And After ◽  
Intention To Participate ◽  
Global Physical Activity Questionnaire ◽  
Activity Questionnaire

This research contrasts the physical activity-related self-efficacy before and after exergame play and the gender-wise expectancy related to beliefs and task values. Sedentary undergraduates (n=102; 51 males, 51 females) were recruited from a local university in Kota Bharu, Kelantan using Global Physical Activity Questionnaire (GPAQ). Participants completed questionnaires assessing their self-efficacy, expectancy related beliefs, subjective task values and intention to participate in exergame play in the future.  After exergame play, participants had a significantly higher degree of self-efficacy than before exergame play (mean score: before 27.1 ± 4.33 vs. after 32.2 ± 4.51; p < 0.001). Their belief in their ability to exercise on a regular basis varied considerably across gender, with higher values reported in male than in female participants (mean difference= 0.84, p=0.02). Other components, such as expectancy-related beliefs, task values, and intentions, were comparable between gender. Besides, participants also considered exergaming to be more attractive and stimulating than traditional physical exercise, thereby presenting greater beliefs in capability and greater desire to engage in exergaming in the future. The result suggests that exergame play can be used as an innovative approach to increase the level of physical activity among sedentary university students.

scholarly journals Measuring Students' Subjective Task Values Related to the Post-Undergraduate Career Search

2018 ◽  
Author(s):  
Samantha Brunhaver ◽  
Cheryl Carrico ◽  
Holly Matusovich ◽  
Mitikaa Sama ◽  
Rohini Abhyankar ◽  
...  
Keyword(s):  
Task Values ◽  
Subjective Task Values

The Role of Teachers’ Support in Predicting Students’ Motivation and Achievement Outcomes in Physical Education

2012 ◽  
Vol 31 (4) ◽  
pp. 329-343 ◽  
Author(s):  
Tao Zhang ◽  
Melinda A. Solmon ◽  
Xiangli Gu
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
School Students ◽  
Major Purpose ◽  
Expectancy Value ◽  
Task Values ◽  
Motivational Constructs ◽  
Achievement Outcomes ◽  
Subjective Task Values ◽  
Motivation And Achievement

Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban public school. They completed previously validated questionnaires assessing their perceived teachers’ support for autonomy, competence, and relatedness, expectancy-related beliefs, subjective task values, concentration, and self-reported persistence/effort during their regular classes. The results highlight the importance of teachers’ competence support and autonomy support in fostering students’ motivational constructs and achievement outcomes in physical education. The findings demonstrate that a supportive environment and high levels of expectancy-related beliefs and subjective task values are positively associated with students’ achievement outcomes in physical education.

College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model

2008 ◽  
Vol 27 (3) ◽  
pp. 399-415 ◽  
Author(s):  
Zan Gao ◽  
Ping Xiang
Keyword(s):  
Weight Training ◽  
College Level ◽  
Expectancy Value ◽  
Task Values ◽  
Training Class ◽  
Achievement Outcomes ◽  
Subjective Task Values ◽  
And Performance ◽  
Value Model ◽  
Better Than

Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.

Preservice classroom teachers’ perspectives on a comprehensive school physical activity programme

2020 ◽  
pp. 001789692095804
Author(s):  
Joonyoung Lee ◽  
Tao Zhang ◽  
Xiaoxia Zhang ◽  
Tsz Lun (Alan) Chu ◽  
Karen H Weiller-Abels
Keyword(s):  
Physical Activity ◽  
Comprehensive School ◽  
Classroom Teachers ◽  
Expectancy Value ◽  
Task Values ◽  
Physical Activity Programme ◽  
Beliefs And Values ◽  
Subjective Task Values ◽  
Teachers Perspectives ◽  
Value Model

Objective: Classroom teachers can play an important role in supporting the implementation of a Comprehensive School Physical Activity Programme (CSPAP) by integrating physical activity (PA) into academic lessons, providing PA opportunities at recess and becoming role models for school-aged children. Grounded in the expectancy-value model, the goal of this study was to explore preservice classroom teachers’ perspectives towards the programme in terms of their expectancy-related beliefs and subjective task values. Setting: A large public research university in the southwestern region of the USA. Method: Participants were 192 preservice classroom teachers ( Mage = 19.85 years, SD = 0.6; female = 92%) enrolled in a public university. Participants responded to open-ended questions about their beliefs and values related to the CSPAP after learning about the programme model. Using thematic analysis, initial codes were generated from participants’ responses, and three researchers who were knowledgeable in the CSPAP approach identified the final main themes. Results: The results revealed several overarching themes for understanding preservice classroom teachers’ expectancy-related beliefs and subjective task values towards implementing CSPAP in schools, including the essential role of CSPAP in the family and community, innovation in pedagogy and the influence of the CSPAP on daily PA. Conclusion: Our study adds to the literature on preservice classroom teachers’ beliefs and values towards the CSPAP using an expectancy-value model. Potential applications and suggestions for future practice are discussed.

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