Search Results

You are looking at 1 - 10 of 38 items for

  • Author: Ping Xiang x
  • Refine by Access: All Content x
Clear All Modify Search
Restricted access

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

Bulent Agbuga and Ping Xiang

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

Restricted access

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

Zan Gao and Ping Xiang

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.

Restricted access

Effects of Exergaming Based Exercise on Urban Children’s Physical Activity Participation and Body Composition

Zan Gao and Ping Xiang

Background:

Exergaming has been considered a fun solution to promoting a physically active lifestyle. This study examined the impact of an exergaming-based program on urban children’s physical activity participation, body composition and perceptions of the program.

Methods:

A sample of 185 children’s physical activity was measured in August 2009 (pretest), and percent body fat was used as index of body composition. Fourth graders were assigned to intervention group engaging in 30 minutes exergaming-based activities 3 times per week, while third and fifth graders were in comparison group. Measurements were repeated 9 months later (posttest). Interviews were conducted among 12 intervention children.

Results:

ANCOVA with repeated measures revealed a significant main effect for intervention, F(1, 179) = 10.69, P < .01. Specifically, intervention children had significantly greater increased physical activity levels than comparison children. Logistic regression for body composition indicated intervention children did not differ significantly in percent body fat change from comparison children, Chi square = 5.42, P = .14. Children interviewed reported positive attitudes toward the intervention.

Conclusions:

The implementation of exergaming-based program could have a significantly positive effect on children’s physical activity participation and attitudes. Meanwhile, long-term effect of the program on children’s body composition deserves further investigation.

Full access

Editors’ Note

Edited by Ron McBride and Ping Xiang

Full access

Editors’ Note

Edited by Ron McBride and Ping Xiang

Full access

Editors’ Note

Edited by Ron McBride and Ping Xiang

Restricted access

Relations of Parents’ Beliefs to Children’s Motivation in an Elementary Physical Education Running Program

Ping Xiang, Ron McBride, and April Bruene

Using achievement goal theory and the expectancy-value model of achievement choice as theoretical frameworks, this study examined relationships between parents’ beliefs and their children’s motivation in an elementary physical education running program. Participants included 102 parents and their children (49 boys; 53 girls) in the third and fourth grades. The parents completed questionnaires assessing their achievement goals, competence beliefs, task values, and gender stereotypic beliefs about running. Children’s persistence/effort was assessed by the number of laps run/walked over the year-long running program. Performance was measured by the timed mile run. Results indicated that only parents’ competence/value beliefs were predictive of their children’s persistence/effort and mile run performance. Gender stereotypic beliefs influenced achievement goals the parents adopted for their children. Findings provided empirical support for the importance of parental beliefs for children’s motivation in physical activity.

Restricted access

Research

Ping Xiang, April Bruene, and Ang Chen

In this study we examined the interrelationship among extrinsic rewards and achievement goals (including a work-avoidance goal), competence beliefs, and task values associated with health-enhancing running tasks over a school year. A group of elementary school students (n = 119) from a program that promoted running for running’s sake and another (n = 88) from a program that promoted running through games provided pre- and post-year data on students’ achievement goals, competence beliefs, task values, achievement in running tests, and future intention to continue running as a health-enhancing activity. Results showed that students in the running-for-games program demonstrated significant growth in task-involved achievement goals. The regression analyses showed that extrinsic-reward and selected intrinsic-motivation constructs played a small role in predicting running-test scores. Interest, however, emerged as the most important intrinsic-motivation construct for predicting future motivation for running. Interest seemed to override the effects not only of extrinsic reward but also of other intrinsic motivation sources. This finding suggests that interest-based motivation sources might have a strong and prolonged effect on learner motivation.

Restricted access

Testing the Mediating Role of Perceived Motivational Climate in the Relationship between Achievement Goals and Satisfaction: Are These Relationships Invariant across Sex?

George B. Cunningham and Ping Xiang

Guided by achievement goal theory, the current study examined whether perceived motivational climate mediated the relationship between achievement goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their achievement goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.

Restricted access

Conceptions of Ability in Physical Education: Children and Adolescents

Ping Xiang, Amelia Lee, and Lynn Williamson

Using achievement goal theory as a theoretical framework, this study examined how children and adolescents conceptualized their own ability in physical education. Specifically, children and adolescents were asked to rate their own ability in physical education and to explain the basis for their rating. The research also aimed to identify children and adolescents who attained the differentiated conception of ability but believed in the efficacy of effort. Students (N = 120) in 4th, 8th, and 11th grades were interviewed and completed a questionnaire. Results indicated that the criteria the children and adolescents used forjudging their own ability differed by grade. Children and adolescents at all grade levels tended to assess their own ability in terms of social comparison. Some adolescents with the differentiated conception of ability maintained a belief in the effectiveness of effort.