In this study the authors examined longitudinal achievement goal patterns and their effects on students' motivation and performance from the 5th to 6th grade in physical education running programs. In their 5th and 6th grade, 412 participants completed questionnaires assessing their task and ego orientations, expectancy beliefs, task values, and…

This study was an initial attempt to investigate the relationships among self-efficacy, outcome expectancy, behavioral intention, and actual behavior over time in a beginning weight training class. A total of 109 participants completed questionnaires assessing their self-efficacy, outcome expectancy, and intentions for future weight training.…

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…

In this study we examined students' motivation in an elementary physical education running program using achievement goal theory and an expectancy-value model of achievement choice as theoretical frameworks. Fourth graders (N = 119) completed questionnaires assessing their achievement goals, expectancy-related beliefs, subjective task values, and…

In this study we examined the interrelationship among extrinsic rewards and achievement goals (including a work-avoidance goal), competence beliefs, and task values associated with health-enhancing running tasks over a school year. A group of elementary school students (n = 119) from a program that promoted running for running's sake and another…