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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.

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Tao Zhang, Melinda A. Solmon and Xiangli Gu

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.

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Thelma S. Horn

.1016/j.psychsport.2015.09.002 Eccles , J.S. ( 2007 ). Subjective task value and the Eccles et al. model of achievement-related choices . In A.J. Eliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp.  105 – 121 ). New York, NY : Guilford . Eklund , R.C. , Whitehead , J

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Sarah A. Amin, Paula J. Duquesnay, Catherine M. Wright, Kenneth Chui, Christina D. Economos and Jennifer M. Sacheck

A , Eccles JS , Yoon KS , Harold RD , Freedman-Doan C , Blumenfeld PC . Change in children’s competence beliefs and subjective task values across the elementary school years: a 3-year study . J Educ Psychol . 1997 ; 89 ( 3 ): 451 – 69 . doi:10.1037/0022-0663.89.3.451 42. Wijtzes

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Chad M. Killian, Christopher J. Kinder and Amelia Mays Woods

resources; researchers guided teacher implementation to ensure fidelity to the lesson plans. Purpose: “to determine whether using flipped learning as a teaching method affects student motivation to participate in PE based on their expectancy beliefs and subjective task values for the subject” (p. 5). 1. Can

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Caterina Pesce, Ilaria Masci, Rosalba Marchetti, Giuseppe Vannozzi and Mirko Schmidt

.D. , Arbreton , A.J.A. , Freedman-Doan , C. , & Blumenfield , P. ( 1997 ). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study . Journal of Educational Psychology, 89 ( 3 ), 451 – 469 . doi:10.1037/0022-0663.89.3.451 10

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Thelma S. Horn

.12225 Eccles , J.S. ( 2007 ). Subjective task value and the Eccles’ et al. model of achievement-related choices . In A.J. Eliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp.  105 – 121 ). New York, NY : Guilford . Eccles , J.S. , & Roeser , R.W. ( 2011 ). Schools as

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Camilla J. Knight

Science, 5 , 234 – 241 . doi:10.1123/pes.5.3.234 10.1123/pes.5.3.234 Eccles , J.S. ( 2005 ). Subjective task value and the Eccles et al. model of achievement-related choices . In A.J. Elliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp.  105 – 121 ). New York, NY