Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students

Abstract

The purpose of this study is to examine the relationships among elementary school level boys and girls' expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students' disruptive behaviors for both gender. Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding.