The prevalence of obesity was even higher among minority

1
Achievement Goals as Predictors of
Expectancy-Value Motivation, Effort, and
Intention

• Xiaoxia Su1, Ron E. McBride1, Ping Xiang1,
• Jaeyoung Yang1, Fatma Sacli2, Robert Speer1
• Glenn Schroeder1

• Texas AM University
• Hacettepe University

2
Introduction

• The prevalence of childhood obesity in U.S.
• The discrepancy on obesity rate among at-risk
  children (Caucasian, 14.0 African-American,
  24.3 Hispanic-American, 21.2 Ogden, Carroll,
  Kit, Flegal, 2012 ).
• Summer sports camp can provide valuable
  opportunities for children to be physically
  active during the summer months (Jago
  Baranowski, 2004).

3
Introduction

• Motivation is the driving force of physical
  activity participation (Pintrich Schunk, 1996)
• Achievement goal theory (Nicholls, 1989) and
  expectancy-value theory (Eccles et al., 1983
  Wigfield Eccles, 2000) are two well-established
  theories that explain students motivation.

4
The 22 Achievement Goals

• Mastery-approach goal (MAp)
• Aims to learn or improve ones skill
• Mastery-avoidance goal (MAv)
• Striving to avoid learning failures or skill
  decline
• Performance-approach goal (PAp)
• Aims to outperform others
• Performance-avoidance goal (PAv)
• Striving to avoid doing worse than others

(Elliot McGregor, 2001)
5
Expectancy-Value Motivation

• Expectancy beliefs childrens perceptions about
  how well they will perform the activity
• Task values perceptions about the value of the
  activity
• Usefulness
• Importance
• Interest

6
The Purpose of Study

• To examine how 22 achievement goals predict
  expectancy-value motivation, effort, and
  intention for future leisure-time physical
  activity.

7
Methods

• Setting
• A summer sports camp in the southern U.S.
• Two 3-week sessions
• Participants
• 97 boys attending this summer camp
• Ages10- 13 (M11.56, SD1.95)
• Ethnicity Hispanic (48.5), Caucasian American
  (27.8), African American (18.6), Asian American
  (1.0), and other (4.1).
• Prior to the study, permission was obtained from
  the university institutional review board (IRB)
  and all participants.

8
Methods
Instrumentation

• 2 2 achievement goals a 12-item scale adapted
  from the Achievement Goal QuestionnairePhysical
  Education (Guan, McBride, Xiang, 2007)
• Expectancy-value motivation a 11-item scale
  adapted from Xiang, McBride, and Bruene (2006)
• Effort a 4-item scale adapted from Guan, Xiang,
  and McBride(2006)
• Intention - a 3-item scale adapted from Shen,
  McCaughtry, and Martin (2007)

9
Methods

• Procedure
• Participants completed questionnaires on the
  third day of camp.
• Data Analysis
• Cronbachs coefficient alphas
• Descriptive statistics
• Pearson product-moment correlations
• Multiple regressions

10
Results
11
Results
Table 2. Inter-correlations among Study Variables
plt.01, plt.05
12
Results

• Multiple Regressions

Expectancy beliefs, F (4,83) 10.68, p lt .001,
R2 .34
Interest, F (4,83) 8.14, p lt .001, R2 .28
 
Importance, F (4,83) 6.334, p lt .001, R2 .23
Effort, F (4,84) 5.86, p lt .001, R2 .22
Intention, F (4,84) 9.31, p lt .001, R2 .31
13
Results

• MAp positively predicted boys' expectancy beliefs
  (ß .423, t 4.58, p lt .001), interest (ß
  .389, t 4.04, p lt .001), importance (ß .442,
  t 4.25, p lt .001), effort (ß .404, t 4.04,
  p lt .001), and intention (ß .332, t 3.53, p lt
  .001).
• MAv negatively predicted expectancy beliefs (ß
  -.208, t -2.17, p lt .05), interest (ß -.323,
  t -3.22, p lt .01), and intention (ß -.221, t
  -2.27, p lt .05).

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Results

• PAp positively predicted expectancy beliefs (ß
  .326, t 3.39, p lt .01), and intention (ß
  .330, t 3.35, p lt .001).
• PAv was not a predictor of any of the dependent
  variables.

15
Discussion/Conclusion

• Supported the view that MAp goals are positively
  associated with expectancy-value motivation,
  effort, and intention (Agbuga, Xiang, McBride,
  2010 Shen, Chen, Guan, 2007 Gao et al., 2012)
• Extended the view that MAp goal is motivationally
  adaptive to a summer sports camp setting.

16
Discussion/Conclusion

• Supported previous studies that PAp was
  associated with positive student learning
  outcomes (Gao et al., 2012 Chen et al., 2009) .
• Based on the study results, we suggest that camp
  designers promote MAp and PAp to optimize student
  engagement and learning in summer sports camps.

17
Directions for Future Research

• Include female participants and examine gender
  differences
• Use longitudinal study to examine the changes on
  the predictive utility of the 22 achievement
  goals in expectancy-value motivation, effort, and
  intention
• Include qualitative data (e.g., interviews,
  journals, observations)
• Replicate this study in other settings such as
  physical education classes.

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References (Selected)

• Jago, R., Baranowski, T. (2004). Non-curricular
  approaches for increasing physical activity in
  youth A review. Preventive Medicine, 39(1),
  157-163.
• Ogden, C. L., Carroll, M., Kit, B. K., Flegal,
  K. M. (2012). Prevalence of obesity and trends
  in body mass index among US children and
  Adolescents, 1999-2010. Journal of American
  Medical Association, 307, 483-491.
• Wigfield, A., Eccles, J. S. (2000).
  Expectancyvalue theory of achievement
  motivation. Contemporary educational psychology,
  25(1), 68-81.
• Xiang, P., McBride, R. E., Bruene, A. (2006).
  Fourth-grade students motivational changes in an
  elementary physical education running program.
  Research Quarterly for Exercise and Sport, 77,
  195-207.

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Thank you