The Influence of Task Value, Expectancies for Success, and Identity on Athletes' Achievement Behaviors

Cox, Anne; Whaley, Diane E.

doi:10.1080/10413200490437930

Cited by 64 publications

(83 citation statements)

References 30 publications

(49 reference statements)

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“…According to this, students with expectancy perception in mathematics attach more value to mathematics. Similar findings have been reported in former studies (Bong, 2001;Cox & Whaley, 2004;Eccles & Wigfield, 1995;Fan, 2011;Feather, 1988;Pajares & Miller, 1994;Passolunghi, Ferreira & Tomasetto, 2014;Wigfield & Eccles, 1992;Xiang, et al, 2003). For example, Eccles and Wigfield (1995) found a positive association between expectancy-related beliefs and task values among adolescents in mathematics.…”

Section: Discussionsupporting

confidence: 78%

“…It is seen that in the relevant literature, longitudinal and cross-sectional studies were conducted in different fields such as music (Eccles, Wigfield, Harold & Blumenfeld, 1993;Barry, 2007), sport (Cox & Whaley, 2004;Eccles et al, 1993;Eccles & Harold, 1991), English (Marsh & Yeung, 1997), science (Simpkins, Davis-Kean & Eccles, 2006;Senler & Sungur, 2009;Xiang, McBride & Bruene, 2004) and mathematics (Eccles et al, 1993;Meece, Wigfield & Eccles, 1990;Simpkins et al, 2006) in order to identify which components of motivation were effective on performance according to the expectancy-value theory. The studies above clearly show that individuals' expectancies for success and achievement values predict their achievement outcomes, including their performance, persistence, and choices of which activities to do.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Yurt

2015

IJEMST

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One of the most important variables affecting middle school students' mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help more effective mathematics planning process. In this context, the purpose of this study was to investigate the relationships among middle school students' task values concerning the math class, their expectancy perceptions and mathematics performance via a structural equation model. The study was conducted on 200 middle school students receiving their education in Konya provincial center. Fifty point five percent of the students (n=101) were female whereas 49.5 %. (n=99) were male. Twenty-nine percent of the students (n=58) were sixth graders, 35 % (n=70) were seventh graders and 36 % (n=72) were eighth graders. The Self and Task Perception Inventory in mathematics was used to identify the students' task values and expectancy perceptions concerning mathematics, while end-of-the-term math class scores were used to determine their mathematics performances. The data obtained were analyzed using the structural equation modeling. According to the results that were obtained, it was understood that expectancy beliefs, task difficulty and intrinsic interest value were the most effective variables on mathematics performance. Moreover, findings of this study show that students with high expectancy perceptions in mathematics who derived pleasure from dealing with mathematics and had less difficulty in mathematics had higher mathematics achievements. The findings that were obtained were discussed in light of theoretical explanations.

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Section: Discussionsupporting

confidence: 78%

Section: Purpose Of the Studymentioning

confidence: 99%

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Yurt

2015

IJEMST

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“…We hypothesized that students' PE values and PA decreased and become more stable across grades 7 to 9 (Wigfield et al, 1997;Jacobs et al, 2002). Furthermore, because of previous findings of task values relations to intention for future participation and persistence in PE (Cox & Whaley, 2004;Xiang et al, 2005;Xiang et al, 2004Xiang et al, , 2006, we hypothesized students' high PE values to predict their subsequent PA. Although previous research has reported gender differences in students' PE task values and PA, few studies have tested gender similarity in the development of students' PE values and PA (Jacobs et al, 2002).…”

mentioning

confidence: 99%

“…Although task values have been evident to be important determinants of task choice, intention for future participation and effort/persistence in sport activities and PE, previous research examining relations between PE task values and actual PA behavior has been scarce (Cox & Whaley, 2004;Xiang et al, 2005;Xiang et al, 2004Xiang et al, , 2006. Promoting a healthy and physically active lifestyle is one of the most important aims of PE (Pűhse & Gerber, 2005), therefore, it is important to examine the role PE task values in relation to PA.…”

mentioning

confidence: 99%

Gender Specific Developmental Dynamics between Physical Education Task Values and Physical Activity during Junior High School

Yli-Piipari¹,

Jaakkola²,

Liukkonen³

2010

Sport Science Review

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his study investigated the gender specific developmental dynamics of students' physical education task values and physical activity across junior high school. A total of 812 (430 boys, 382 girls, Mage = 12.31, age range = 11 to 13) students' were examined three times during their transition from Grade 7 to Grade 9. Furthermore, their physical activity at Grade 6 was measured. Multivariate simplex-model analyses found degreasing pattern of student' physical education task motivation and physical activity. The decrease of students' task values leveled off at Grades 8 and 9, whereas students' physical activity for both genders continued to decrease across Grades 7 to 9. In addition, students' physical education task values predicted their subsequent physical activity when previous levels of values and activity as well as physical activity at Grade 6 were controlled. Although boys' valued physical education more and they were more physically active, there were no gender differences in the pattern of development of physical education task values and physical activity. These findings indicate that the development of students' physical activity might be affected by fostering their values toward physical education.

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“…Identity in sport teams has been studied from two main perspectives: a) an individual one, most widespread among sport and exercise psychologists, which focuses on identity as a cognitive and stable dimension of the individual (see for example Killeya-Jones, 2005;Cox & Whaley, 2004;Anderson, 2004;Schmid & Seiler, 2003) using standardized scales, tests and interviews to 'measure' such an identity (Curry & Weaner, 1987); b) a social perspective, most widespread among sport sociologists and anthropologists, which focuses on wider social variables and contextual features (such as cultural, national, political issues) (Mac Clancy, 1996;Robert, 1999) using narrative and ethnographic methodology (see Thiele, 2003;Sparkes, 1996Sparkes, , 1997Sparkes, , 2002.…”

Section: Introductionmentioning

confidence: 99%

Identity in Sport Teams

Zucchermaglio¹,

Alby²

2011

PSYCH

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In this paper we analyze identity in a soccer team using a discursive perspective, in which individual psychological functioning is considered to be built in and through social interactions within groups. Analysis is based on naturally-occurring interactions that were audio recorded during technical meetings before and after the match. The data were collected within an ethnographic investigation of an Italian soccer team carried out over a two-month period. The results show that the team's members made rhetorical use of a complex repertoire of their own and others' social identities, and that two main variables influenced the use of social identity markers: a) the role of the speakers (in particular the "power" role of the coach); b) the result of the match around which the interactive discourse revolved. Against this background, we discuss how narratives and identity positionings were used to achieve specific goals and to perform specific actions, such as the planning of future matches and the interpretation of victories and defeats.

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The Influence of Task Value, Expectancies for Success, and Identity on Athletes' Achievement Behaviors

Cited by 64 publications

References 30 publications

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Gender Specific Developmental Dynamics between Physical Education Task Values and Physical Activity during Junior High School

Identity in Sport Teams

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