Achievement Goals as Predictors of Expectancy-Value Motivation, Effort, and Intention

1. Achievement Goals as Predictors of Expectancy-Value Motivation, Effort, and Intention Xiaoxia Su1, Ron E. McBride1, Ping Xiang1, Jaeyoung Yang1, Fatma Sacli2, Robert Speer1 Glenn Schroeder1 • Texas A&M University • Hacettepe University

2. Introduction • The prevalence of childhood obesity in U.S. • The discrepancy on obesity rate among at-risk children (Caucasian, 14.0%; African-American, 24.3%; Hispanic-American, 21.2%; Ogden, Carroll, Kit, & Flegal, 2012 ). • Summer sports camp can provide valuable opportunities for children to be physically active during the summer months (Jago & Baranowski, 2004).

3. Introduction • Motivation is the driving force of physical activity participation (Pintrich & Schunk, 1996) • Achievement goal theory (Nicholls, 1989) and expectancy-value theory(Eccles et al., 1983; Wigfield & Eccles, 2000) are two well-established theories that explain students’ motivation.

4. The 2×2 Achievement Goals • Mastery-approach goal (MAp) • Aims to learn or improve one’s skill • Mastery-avoidance goal (MAv) • Striving to avoid learning failures or skill decline • Performance-approach goal (PAp) • Aims to outperform others • Performance-avoidance goal (PAv) • Striving to avoid doing worse than others (Elliot & McGregor, 2001)

5. Expectancy-Value Motivation • Expectancy beliefs: children’s perceptions about how well they will perform the activity • Task values: perceptions about the value of the activity • Usefulness • Importance • Interest

6. The Purpose of Study To examine how 2×2 achievement goals predict expectancy-value motivation, effort, and intention for future leisure-time physical activity.

7. Methods Setting • A summer sports camp in the southern U.S. • Two 3-week sessions Participants • 97 boys attending this summer camp • Ages:10- 13 (M=11.56, SD=1.95) • Ethnicity: Hispanic (48.5%), Caucasian American (27.8%), African American (18.6%), Asian American (1.0%), and other (4.1%). Prior to the study, permission was obtained from the university institutional review board (IRB) and all participants.

8. Methods Instrumentation 2× 2 achievement goals: a 12-item scale adapted from the Achievement Goal Questionnaire–Physical Education (Guan, McBride, & Xiang, 2007) Expectancy-value motivation: a 11-item scale adapted from Xiang, McBride, and Bruene (2006) Effort – a 4-item scale adapted from Guan, Xiang, and McBride(2006) Intention - a 3-item scale adapted from Shen, McCaughtry, and Martin (2007)

9. Methods Procedure Participants completed questionnaires on the third day of camp. Data Analysis • Cronbach’s coefficient alphas • Descriptive statistics • Pearson product-moment correlations • Multiple regressions

10. Results

11. Results Table 2.Inter-correlations among Study Variables **p<.01, *p<.05

12. Results Multiple Regressions Expectancy beliefs, F (4,83) = 10.68, p < .001, R2 = .34 Interest, F (4,83) = 8.14, p < .001, R2 = .28 Importance, F (4,83) = 6.334, p < .001, R2 = .23 Effort, F (4,84) = 5.86, p < .001, R2 = .22 Intention, F (4,84) = 9.31, p < .001, R2 = .31

13. Results • MAp positively predicted boys' expectancy beliefs (β = .423, t = 4.58, p < .001),interest(β = .389, t = 4.04, p < .001), importance(β = .442, t = 4.25, p < .001),effort(β = .404, t = 4.04, p < .001), and intention(β = .332, t = 3.53, p < .001). • MAv negatively predicted expectancy beliefs (β = -.208, t = -2.17, p < .05),interest(β = -.323, t = -3.22, p < .01), and intention (β = -.221, t = -2.27, p < .05).

14. Results • PAp positively predicted expectancy beliefs (β = .326, t = 3.39, p < .01), and intention (β = .330, t = 3.35, p < .001). • PAv was not a predictor of any of the dependent variables.

15. Discussion/Conclusion • Supported the view that MAp goals are positively associated with expectancy-value motivation, effort, and intention(Agbuga, Xiang, & McBride, 2010; Shen, Chen, & Guan, 2007; Gao et al., 2012) • Extended the view that MAp goal is motivationally adaptive to a summer sports camp setting.

16. Discussion/Conclusion • Supported previous studies that PApwas associated with positive student learning outcomes (Gao et al., 2012; Chen et al., 2009) . • Based on the study results, we suggest that camp designers promote MAp and PAp to optimize student engagement and learning in summer sports camps.

17. Directions for Future Research • Include female participants and examine gender differences • Use longitudinal study to examine the changes on the predictive utility of the 2×2 achievement goals in expectancy-value motivation, effort, and intention • Include qualitative data (e.g., interviews, journals, observations) • Replicate this study in other settings such as physical education classes.

18. References (Selected) Jago, R., & Baranowski, T. (2004). Non‐curricular approaches for increasing physical activity in youth: A review. Preventive Medicine, 39(1), 157‐163. Ogden, C. L., Carroll, M., Kit, B. K., & Flegal, K. M. (2012). Prevalence of obesity and trends in body mass index among US children and Adolescents, 1999-2010. Journal of American Medical Association, 307, 483-491. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81. Xiang, P., McBride, R. E., & Bruene, A. (2006). Fourth-grade students’ motivational changes in an elementary physical education running program. Research Quarterly for Exercise and Sport, 77, 195-207.

19. Thank you…