Effect of Expectancy-Value on Flow and Task Persistence of Secondary School Students in Physical Education Class

Abstract

Purpose: The purpose of this study was to investigate the effect of expectancy-value on flow and task persistence of secondary school students in physical education class. Methods: The subjects of this study consisted of 783 middle and high school students. The used instruments were the You & Park(2011) for measuring expectancy-value scales, the Kim(2008) for measuring physical education flow scales, and the Park & Lee(2010) for measuring task persistence scales. The data were analyzed by frequency analysis, factor analysis, reliability analysis, correlation analysis, and multiple regression analysis as a statistical method. Results: The result of this study were as follows. First, expectancy/ability-related beliefs, internal interest, and importance positively influenced to self-purpose experience and accordance of class behavior and recognition. And all of the scales of expectancy-value positively influenced to the sense of challenge and control, the commitment related to the contents of physical education, and the integration into the physical education course. Second, all of the scales of expectancy-value positively influenced to task persistence. Third, the sense of challenge and control, the commitment related to the contents of physical education, and the integration into the physical education course positively influenced to task persistence. Conclusion: Through these results, we was partially verified that expectancy-value has a positive influence on the flow and task persistence of secondary school students in physical education class.