The present study evaluated a cognitive expectancy-value model of achievement behavior in a physical activity setting. Based on Eccles et al.'s (1983) framework, expectancy variables and task value variables were hypothesized to predict indices of achievement behavior. Two samples of male and female university students (N1 =315; N2 = 146) enrolled in a required physical education skills program served as subjects. Two-sample structural equation modeling procedures showed no significant differences in the fit of the hypothesized model across samples, providing initial support for cross-validation. The overall fit of the model to the data was much better for Sample 2 than for Sample 1. Also, the expectancy components had a greater impact than the task value components on performance indices, a prediction consistent with Eccles et al.'s (1983) position. Future studies are needed to evaluate this model in a more free-choice situation involving nonrequired activities.
This article is based on the author's doctoral dissertation, completed under the direction of Diane Gill. Thomas E. Deeter is with the Department of Evaluation, Research & Testing, Des Moines Public Schools, 1800 Grand Ave., Des Moines, IA 50307-3382.