View in EDS

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

Saved in:
Bibliographic Details
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]
Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 190210802
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Motivation–Engagement–Achievement Pathway in Learning Caloric-Balanced Living in High School Physical Education: An Expectancy-Value Perspective.
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Song%2C+Jihyun%22&quot;&gt;Song, Jihyun&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;i&gt; j_song6@uncg.edu&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wang%2C+Wen-Yi%22&quot;&gt;Wang, Wen-Yi&lt;/searchLink&gt;&lt;relatesTo&gt;2&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Shang%2C+Chaojie%22&quot;&gt;Shang, Chaojie&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Moss%2C+Alexander+Clayton%22&quot;&gt;Moss, Alexander Clayton&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22HosseiniKhezri%2C+Alireza%22&quot;&gt;HosseiniKhezri, Alireza&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Chen%2C+Ang%22&quot;&gt;Chen, Ang&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Journal+of+Teaching+in+Physical+Education%22&quot;&gt;Journal of Teaching in Physical Education&lt;/searchLink&gt;. Jan2026, Vol. 45 Issue 1, p12-22. 11p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Motivation+%28Psychology%29%22&quot;&gt;Motivation (Psychology)&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Achievement%22&quot;&gt;Achievement&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Attention%22&quot;&gt;Attention&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physical+education%22&quot;&gt;Physical education&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+achievement%22&quot;&gt;Academic achievement&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cognition%22&quot;&gt;Cognition&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Expectancy-value+theory%22&quot;&gt;Expectancy-value theory&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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&#39; 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 &lt;.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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190210802
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1123/jtpe.2023-0342
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 12
    Subjects:
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Physical education
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Expectancy-value theory
        Type: general
    Titles:
      – TitleFull: Motivation–Engagement–Achievement Pathway in Learning Caloric-Balanced Living in High School Physical Education: An Expectancy-Value Perspective.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Song, Jihyun
      – PersonEntity:
          Name:
            NameFull: Wang, Wen-Yi
      – PersonEntity:
          Name:
            NameFull: Shang, Chaojie
      – PersonEntity:
          Name:
            NameFull: Moss, Alexander Clayton
      – PersonEntity:
          Name:
            NameFull: HosseiniKhezri, Alireza
      – PersonEntity:
          Name:
            NameFull: Chen, Ang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 02735024
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Teaching in Physical Education
              Type: main
ResultId 1