The Role of Ability Beliefs and Incentives in Middle School Students' Intention, Cardiovascular Fitness, and Effort

Autor/inn/en	Gao, Zan; Lodewyk, Ken R.; Zhang, Tao
Titel	The Role of Ability Beliefs and Incentives in Middle School Students' Intention, Cardiovascular Fitness, and Effort
Quelle	In: Journal of Teaching in Physical Education, 28 (2009) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Middle School Students; Physical Education; Self Efficacy; Physical Fitness; Intention; Questionnaires; Educational Practices; Correlation; Physical Education Teachers; Human Body; Beliefs; Incentives; Evaluation; Scores; Student Motivation; Academic Achievement; Public Schools + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Körpererziehung; Sportunterricht; Self-efficacy; Selbstwirksamkeit; Leistungsfähigkeit; Fragebogen; Bildungspraxis; Korrelation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Menschlicher Körper; Belief; Glaube; Anreiz; Evaluierung; Schulische Motivation; Schulleistung; Public school; Öffentliche Schule
Abstract	This study uncovers the predictive relationship of middle school students' ability beliefs (self-efficacy and expectancy-related beliefs) and incentives (outcome expectancy, importance, interest, and usefulness) to intention, cardiovascular fitness, and teacher-rated effort in physical education. Participants (N = 252; 118 boys, 134 girls) completed questionnaires assessing their ability beliefs, incentives, and intention for future participation in physical education, and then had their cardiovascular fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Students' effort in class was rated by their respective physical education teachers. Correlation analysis yielded significantly positive relationships between ability beliefs and incentives. Regression results revealed that ability beliefs, importance, interest, and usefulness significantly predicted intention for future participation. Ability beliefs also emerged as significant predictors of PACER test scores whereas self-efficacy was the only predictor of teacher-rated effort. Implications for educational practice are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10