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Motivation–Engagement–Achievement Pathway in Learning Caloric-Balanced Living in High School Physical Education: An Expectancy-Value Perspective.

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Title: Motivation–Engagement–Achievement Pathway in Learning Caloric-Balanced Living in High School Physical Education: An Expectancy-Value Perspective.
Authors: Song, Jihyun1 (AUTHOR) j_song6@uncg.edu, Wang, Wen-Yi2 (AUTHOR), Shang, Chaojie1 (AUTHOR), Moss, Alexander Clayton1 (AUTHOR), HosseiniKhezri, Alireza1 (AUTHOR), Chen, Ang1 (AUTHOR)
Source: Journal of Teaching in Physical Education. Jan2026, Vol. 45 Issue 1, p12-22. 11p.
Subject Terms: *Motivation (Psychology), *Achievement, *Attention, *Physical education, *Academic achievement, *Cognition, Expectancy-value theory
Abstract: Purpose: Guided by expectancy-value theory, this study attempted to establish a Motivation–Engagement–Achievement Pathway to determine the contribution of expectancy-value-based motivation in learning caloric-balanced living in high school physical education. Methods: Expectancy-value-based motivation, cognitive engagement, and learning achievement were collected from 575 students in six high schools. Results: The findings verified expectancy beliefs' contribution to cognitive engagement in reasoning tasks (β = 0.12, p =.012). Cognitive engagement in descriptive, relational, and reasoning tasks had direct and/or indirect effects on learning achievement (β = 0.02–.27, ps <.05). Cognitive engagement in reasoning tasks mediated the relation between expectancy beliefs and learning achievement (β = 0.02, p =.055). Conclusion: These findings suggest the role of cognitive engagement in mediating the effects of expectancy-value-based motivation on learning achievement in high school physical education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: Guided by expectancy-value theory, this study attempted to establish a Motivation–Engagement–Achievement Pathway to determine the contribution of expectancy-value-based motivation in learning caloric-balanced living in high school physical education. Methods: Expectancy-value-based motivation, cognitive engagement, and learning achievement were collected from 575 students in six high schools. Results: The findings verified expectancy beliefs' contribution to cognitive engagement in reasoning tasks (β = 0.12, p =.012). Cognitive engagement in descriptive, relational, and reasoning tasks had direct and/or indirect effects on learning achievement (β = 0.02–.27, ps <.05). Cognitive engagement in reasoning tasks mediated the relation between expectancy beliefs and learning achievement (β = 0.02, p =.055). Conclusion: These findings suggest the role of cognitive engagement in mediating the effects of expectancy-value-based motivation on learning achievement in high school physical education. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2023-0342