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

in Journal of Teaching in Physical Education
View More View Less
  • 1 Texas A&M University
Restricted access

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.

The authors are with the Department of Health & Kinesiology, Texas A&M University, College Station, TX 77843-4243.

All Time Past Year Past 30 Days
Abstract Views 1026 333 71
Full Text Views 23 15 0
PDF Downloads 30 21 0