ABSTRACT Situated Expectancy-Value Theory (SEVT) posits that expectancy for success, task value, and perceptions of cost are pivotal motivational factors influencing learning in a specific educational setting. The purpose of this study was to examine the profiles of expectancy, value, and cost beliefs pertaining to participation in physical education. Additionally, this study aimed to explore the longitudinal associations between these belief profiles and students’ demographics (gender, grade), class engagement and cardiorespiratory fitness throughout a school year. A total of 455 students from two urban public middle schools in China participated in this study, with latent profile analyses employed for the analysis. Three distinct profiles were identified: a high cost with moderate attainment value profile, a high expectancy-value with moderate effort cost profile, and a moderate mixed motivation profile. Further analyses demonstrated associations between gender and grade level with latent profile memberships (b = 1.13, SE = .31, p < .01). The high expectancy-value with moderate effort cost profile exhibited higher initial class engagement compared to the other two profiles (χ²(2) = 18.74, p < .01), while the decline in cardiorespiratory fitness over time was most pronounced in the high cost with moderate attainment value profile (χ²(2) = 5.10, p < .05). This study enhances our comprehension of the amalgamation of various motivational beliefs within student groups and emphasises the importance of taking into account diverse perceptions of cost. Tailored support may be crucial for students with differing motivational beliefs to foster continuous development in physical education.
Read full abstract