The Role of Ability Beliefs and Incentives in Middle School Students’ Intention, Cardiovascular Fitness, and Effort

in Journal of Teaching in Physical Education
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This study uncovers the predictive relationship of middle school students’ ability beliefs (self-efficacy and expectancy-related beliefs) and incentives (outcome expectancy, importance, interest, and usefulness) to intention, cardiovascular fitness, and teacher-rated effort in physical education. Participants (N = 252; 118 boys, 134 girls) completed questionnaires assessing their ability beliefs, incentives, and intention for future participation in physical education, and then had their cardiovascular fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Students’ effort in class was rated by their respective physical education teachers. Correlation analysis yielded significantly positive relationships between ability beliefs and incentives. Regression results revealed that ability beliefs, importance, interest, and usefulness significantly predicted intention for future participation. Ability beliefs also emerged as significant predictors of PACER test scores whereas self-efficacy was the only predictor of teacher-rated effort. Implications for educational practice are discussed.

Gao is with the Department of Exercise and Sport Science, University of Utah, Salt Lake City, UT; Lodewyk is with the Department of Physical Education and Kinesiology, Brock University, St. Catharines, ON, Canada; and Zhang is with the Department of Kinesiology, Louisiana State University, Baton Rogue, LA.

Journal of Teaching in Physical Education
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