Ninth Graders’ Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective Chen, Senlin Chen, Senlin Chen, Ang
dc.contributor.department Kinesiology 2018-02-13T15:35:19.000 2020-06-30T05:45:24Z 2020-06-30T05:45:24Z Sun Jan 01 00:00:00 UTC 2012 2013-10-08 2012-10-01
dc.description.abstract <p>Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students’ physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from .19 to .26, ps < .01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -.33 to -.39, ps < .01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students’ expectancy beliefs and interest value and alleviate their negative perceptions and experiences.</p>
dc.description.comments <p>This article is from <em>Journal of Teaching in Physical Education</em> 31 (2012): pp. 293—310.</p>
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dc.language.iso en
dc.source.bitstream archive/|||Fri Jan 14 17:29:00 UTC 2022
dc.subject.disciplines Kinesiology
dc.title Ninth Graders’ Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective
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