Motivation For Change Research Articles

No clear benefit of transcutaneous auricular vagus nerve stimulation for non-native speech sound learning

IntroductionLearning to understand and speak a new language can be challenging and discouraging for adults. One potential tool for improving learning is transcutaneous auricular vagus nerve stimulation (taVNS), which modulates perception, memory, and attention systems. It has recently been reported that taVNS can improve English speakers' ability to perceive unfamiliar Mandarin tones. The current project explored the potential benefits of taVNS for language learning beyond tone perception.MethodsWe studied adults' ability to perceive and produce unfamiliar speech sounds as well as any potential change in language learning motivation from pre- to post-training. Forty-five native English speakers were divided into three groups and were trained to perceive German sounds: one group received stimulation during easier-to-learn sounds (vowels), one group received stimulation during harder-to-learn sounds (fricatives), and a control group received no stimulation.Results and discussionWe did not find evidence that taVNS improved perception or production of the German sounds, but there was evidence that it did improve some aspects of motivation. Specifically, the group that received taVNS during easier sounds showed a significant decrease in feelings of tension/pressure about language learning, while the other groups did not. Overall, the present study does not find that taVNS holds benefits for the acquisition of new speech sounds; however, the field is nascent, and so the potential applications of taVNS for language learning remain to be clarified.

Too old to be included: age diversity statements foster diversity yet fall short on inclusion.

Older employees often face discrimination and exclusion from work teams. In two scenario studies, we tested the impact of age diversity statements on the representation and inclusion of older employees in teams. In Study 1 (N = 304), participants had to create a team and were either exposed to a diversity statement or not before selecting two teammates from a list of four differing in age and gender. Then, we measured participants' inclusive behavioral intentions towards a new, older member joining this team. Age diversity statements increased the representation but not the inclusion of older individuals in teams. In Study 2 (N = 518), we further manipulated the content of the statement (diversity or diversity and inclusion) and the organizational motive (reputation or change). We replicated the effects of diversity statements on representation. Moreover, statements also increased certain inclusive behaviors, but only when they targeted diversity and inclusion and reflected an organizational commitment to change. Taken together, these results suggest that age diversity statements foster diversity, yet fail to systematically increase inclusion.

O-080 The effect of psychosocial support on motivation for assisted reproductive treatments

Abstract Study question Does psychosocial intervention targeting better psychological adjustment increase the likelihood of treatment continuation among women pursuing assisted reproductive technologies (ART)? Summary answer After a psychosocial intervention, a robust amelioration occurred in distress levels, yet no notable change was detected in motivational levels for treatment continuation. What is known already Approximately 20% of patients stop ART treatments prematurely, often after three unsuccessful cycles, even in countries with a public funding of ART, despite a 15% success rate increase per recommended cycle. Emotional distress, poor prognosis, and financial burden are risk factors for early cessation. Since depression has been shown to predict ART discontinuation, it is logical to expect that an alleviation of depression is accompanied by a strengthening of the intention for treatment continuation. Study design, size, duration A prospective, pre-post design, single-centre, interventional cohort study was performed between December, 2019 and October, 2022 (start and end of recruitment, respectively). 2636 patients were approached for study purposes, 610 were assessed for eligibility, and 168 were included in the intervention. With a 8.3% attrition rate, data of 154 patients were analysed in this study, originally a randomized controlled trial, whose data were pooled for the present purposes. Participants/materials, setting, methods Women scoring in mild-to-moderate impairment ranges on four psychological tests were invited to take part in a 10-week, 135-minute/week intervention at the assisted reproduction centre of a large university hospital. Psychological data were collected pre- and post-intervention, alongside demographic and fertility specifics. Perceived probability of treatment continuation in the event of an unsuccessful ART cycle was assessed with a Likert-scale single question at both time points. Multivariate linear models were utilized for statistical analysis. Main results and the role of chance In comparison with baseline values, significant changes in the expected direction occurred in depressive symptoms, anxiety values, infertility-specific stress and fertility-related quality of life (t-values ranging from 6.559 to 7.949; all p-values<0.001). However, neither treatment-related quality of life (t = 0.718; p = 0.474), nor motivational levels for treatment continuation changed significantly (t = 1.058; p = 0.292). Age, however, had a significant main effect on perceived probability of treatment continuation (t = 2.864; p = 0.004). Limitations, reasons for caution Limitations include potential inter-group differences, unmeasured motivational factors, and no male partner data. Biological factors other than age, aetiology and duration of infertility may have confounded study results. Another limitation is the lack of long-term follow-up, given that perceived probability of treatment continuation may not coincide with actual behaviour. Wider implications of the findings Psychosocial interventions are efficient in alleviating distress but these improvements may not directly impact motivational changes. Biological factors such as age may have a more accentuated effect on ART treatment continuation than psychological aspects. Alternative hypotheses on precise determinants and modifiable factors influencing motivation need testing. Trial registration number Not applicable

The factors determining motivation of blood plasma donorship, including conditions of COVID-19 pandemic

The article analyzes publications considering motivation of plasma donors by factors related to ethical and socio-economic aspects. Their detailed analysis and systematical consideration in the work contributes into more effective informing of new potential donors, improving recruitment and retention of donors. The detailed analysis established among causes of negative beliefs and negative experiences regarding donorship such factors as increased risk of infectious diseases, decreased vitality, vaso-vagal reactions and reduced iron content. It is demonstrated that experienced plasma donors try to maintain practice of donorship in conditions of intensive life activity, often applying flexible approach to frequency of plasma donation. Their knowledge about contribution that their donation makes is key factor in continuing donation. However, the COVID-19 pandemic developed additional obstacles to donorship due to state preventive measures and increased personal health risks. In order to develop donorship policy during pandemic in the future, it is important to study changes in motivation of donors during pandemic.

Foraging task specialization in honey bees (Apis mellifera): the contribution of floral rewards on the learning performance of pollen and nectar foragers.

Social insects live in communities where cooperative actions heavily rely on the individual cognitive abilities of their members. In the honey bee (Apis mellifera), the specialization in nectar or pollen collection is associated with variations in gustatory sensitivity, affecting both associative and non-associative learning. Gustatory sensitivity fluctuates as a function of changes in motivation for the specific floral resource throughout the foraging cycle, yet differences in learning between nectar and pollen foragers at the onset of food collection remains unexplored. Here, we examined nectar and pollen foragers captured upon arrival at food sources. We subjected them to an olfactory PER conditioning using a 10% sucrose solution paired (S10%+P) or unpaired (S10%) with pollen as a co-reinforcement. For non-associative learning, we habituated foragers with S10%+P or S10%, followed by dishabituation tests with either a 50% sucrose solution paired (S50%+P) or unpaired (S50%) with pollen. Our results indicate that pollen foragers show lower performance than nectar foragers when conditioned with S10%. Interestingly, performance improves to levels similar to those of nectar foragers when pollen is included as a rewarding stimulus (S10%+P). In non-associative learning, pollen foragers tested with S10%+P displayed a lower degree of habituation than nectar foragers and a higher degree of dishabituation when pollen was used as the dishabituating stimulus (S10%+P). Altogether, our results support the idea that pollen and nectar honey bee foragers differ in their responsiveness to rewards, leading to inter-individual differences in learning that contribute to foraging specialization.

Interactive Language Learning Apps: Enhancing student motivation and participation in EFL activities at the University

Abstract This article investigates if there are any changes in student motivation and participation in class when using interactive language learning apps to teach English as a foreign language (EFL) at the university level in Tirana, Albania. These applications which provide dynamic and engaging platforms, have become widespread due to the integration of technology in educational settings. The study collected data through a questionnaire that was distributed to 30 university professors who teach English as a foreign language. The questionnaire consisted of 14 questions, with the last one being an open-ended question designed to gather more detailed answers regarding the professors’ experience with language apps. The findings indicate that interactive language learning apps help with students’ motivation and encourage active participation, leading to better educational outcomes. Students who work with these apps demonstrate more willingness to participate in classroom activities. The article concludes by offering recommendations for further research in this area.

Health-promotion interventions targeting multiple behaviors: A meta-analytic review of general and behavior-specific processes of change.

Although health-promotion interventions that recommend changes across multiple behavioral domains are a newer alternative to single-behavior interventions, their general efficacy and their mechanisms of change have not been fully ascertained. This comprehensive meta-analysis (6,878 effect sizes from 803 independent samples from 364 research reports, N = 186,729 participants) examined the association between the number of behavioral recommendations in multiple-behavior interventions and behavioral and clinical change across eight domains (i.e., diet, smoking, exercise, HIV [Human Immunodeficiency Virus] prevention, HIV testing, HIV treatment, alcohol use, and substance use). Results showed a positive, linear effect of the number of behavioral recommendations associated with behavioral and clinical change across all domains, although approximately 87% of the samples included between 0 and 4 behavioral recommendations. This linear relation was mediated by improvements in the psychological well-being of intervention recipients and, in several domains (i.e., HIV, alcohol use, and drug use), suggested behavioral cuing. However, changes in information, motivation, and behavioral skills did not mediate the impact of the number of recommendations on behavioral and clinical change. The implications of these findings for theory and future intervention design are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

문제중심학습이 간호학생의 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정에 미치는 효과

Objectives This study is a single-group pre-post quasi-experimental study aimed at applying problem-based learning and identifying changes in self-determined learning motivation, self-directed learning ability, and problem-solving process. Methods The subjects of the study were 142 fourth-year nursing students at a university located in the U city who took adult nursing courses and agreed to participate in this study. Data were collected by self filling out questionnaires on self-determination learning motivation, self-directed learning ability, and problem-solving process before and after problem-based learning. The collected data were analyzed using SPSS 26.0 to determine frequency and percentage, mean and standard deviation, and differences in variables before and after problem-based learning using paired t-test, and the relationships between variables were analyzed using Pearson's correlation analysis. Results After problem-based learning, overall classes, the nursing students are self-determination learning motivation (t=-4.29, p<.001) and among the sub-domains of self-determination learning motivation, evaluation identified regulation (t=-2.12, p=.036), and intrinsic motivation (t=-5.13, p<.001) were significant improved. Self-directed learning ability (t=-4.31, p<.001) and among the sub-domains of Self-directed learning ability, management of learning process (t=-4.94, p<.001), evaluation of learning outcome (t=-3.38, p=.001), ego concepts (t=-2.06, p=.041), continuity of learning (t=-2.99, p=.003), and management of learning resource use (t=-3.41, p=.001) were significantly improved. In addition, problem solving process (t=-6.42, p<.001), and among the sub-domains of problem solving process, clarifying problem (t=-4.45, p<.001), seeking a solution (t=-4.86, p<.001), decision making (t=-3.72, p<.001), applying the solution (t=-5.04, p<.001), and evaluation and reflection (t=-4.72, p<.001) were signficantly improved. Conclusions This study was confirmed that classes applying problem-based learning are an effective teaching and learning method in improving nursing students' self-determined learning motivation, self-directed learning ability, and problem-solving process.

Behaviour Hallmarks in Alzheimer's Disease 5xFAD Mouse Model.

The 5xFAD transgenic mouse model widely used in Alzheimer's disease (AD) research recapitulates many AD-related phenotypes with a relatively early onset and aggressive age-dependent progression. Besides developing amyloid peptide deposits alongside neuroinflammation by the age of 2 months, as well as exhibiting neuronal decline by the age of 4 months that intensifies by the age of 9 months, these mice manifest a broad spectrum of behavioural impairments. In this review, we present the extensive repertoire of behavioural dysfunctions in 5xFAD mice, organised into four categories: motor skills, sensory function, learning and memory abilities, and neuropsychiatric-like symptoms. The motor problems, associated with agility and reflex movements, as well as balance and coordination, and skeletal muscle function, typically arise by the time mice reach 9 months of age. The sensory function (such as taste, smell, hearing, and vision) starts to deteriorate when amyloid peptide buildups and neuroinflammation spread into related anatomical structures. The cognitive functions, encompassing learning and memory abilities, such as visual recognition, associative, spatial working, reference learning, and memory show signs of decline from 4 to 6 months of age. Concerning neuropsychiatric-like symptoms, comprising apathy, anxiety and depression, and the willingness for exploratory behaviour, it is believed that motivational changes emerge by approximately 6 months of age. Unfortunately, numerous studies from different laboratories are often contradictory on the conclusions drawn and the identification of onset age, making preclinical studies in rodent models not easily translatable to humans. This variability is likely due to a range of factors associated with animals themselves, housing and husbandry conditions, and experimental settings. In the forthcoming studies, greater clarity in experimental details when conducting behavioural testing in 5xFAD transgenic mice could minimise the inconsistencies and could ensure the reliability and the reproducibility of the results.

Educational Needs of the Adolescent Transplant Recipient: A Developmental Approach to Understanding Transplant.

As pediatric transplant patients reach adolescence, care teams must prepare them for an eventual transition to adult-oriented care. Care teams must provide patients with the necessary knowledge and skills to manage their medical needs independently, but the level of learning required to successfully self-manage a transplant is substantial. Furthermore, adolescence is also a dynamic developmental period that includes significant cognitive development and changes in social motivations. Within this report, we offer insights into some of the key developmental mechanisms of adolescence that may influence their learning in a medical context. We also review key concepts that should be included in patient education across a range of domains. Finally, we consider how patients with comorbid developmental disorders may require tailored education. Key domains for education include (1) personal health history, (2) medication knowledge/adherence, (3) navigation of the healthcare system, and (4) communication with others about their health. Teams should intentionally track patient progress in their education, although few formalized tools are currently available to support tracking. Accommodations to learning for patients with developmental needs include varied instructional modalities (e.g., verbal, written, and modeling), opportunities to practice skills in a controlled manner, and establishment of family/community support that can persist into adulthood. Education of transplant patients is a critical but long-term process that supports the successful transition to adulthood. Care teams should develop intentional plans to transfer knowledge and build skills across adolescence, while remaining open to adaptive approaches to support the learning of all patients.

Daily state of motivation as the effect of appreciation in a diary study.

Grounded in self-determination theory, the present study aimed to investigate whether daily changes in employee motivation depend on whether employees receive appreciation from various sources at work, using a 7-day diary design. Beyond general knowledge about the effects of appreciation as an important source of motivation, there is still a lack of knowledge about the intrapersonal effect of appreciation on different types of regulation/motivation in terms of self-determination theory over time. The sample consisted of 104 employees in full-time employment. More than half were women (72%) and the mean age was 43.25 years (SD = 10.53). They completed trait-level measures and then daily records, in which they reported their motivation and whether they received appreciation. Sources of appreciation were leaders, followers, and clients. Multilevel random coefficient modeling showed that employees reported higher levels of motivation on days when they received appreciation from different sources, independent of gender, trait-level motivation, and the Big Five. Furthermore, introjected regulation moderated the positive association between daily motivation and daily appreciation by the client, and appreciation did not have a lagged effect for subsequent days. The current study has both practical and theoretical implications. The results show that employee motivation can be supported through simple but effective steps through appreciation regardless of the source, although appreciation may be more important for employees with introjected regulation than for others.

A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania

AbstractThis study is a systematic literature review on the use of Information and communication technology (ICT) in secondary schools and how it can improve student learning outcomes, motivation, engagement, skills development, and teachers' attitudes, practices, and beliefs about teaching and learning. After the inclusion and exclusion criteria, the sample included 40 eligible studies from Scopus and Eric databases. The research questions were thematically answered, and the findings were summarised into an ICT integration framework. The analysis indicates that effective ICT integration depends on students' and teachers' motivation and attitude change. Further, it proposes that ICT integration in secondary schools should not only be aligned with the curriculum and learning objectives but should also be sustained through the maintenance of ICT tools and appropriate ICT skills development for both learners and teachers. Therefore, effective ICT integration depends largely on capacity development, which should be focused on harnessing technological knowledge with pedagogical understanding in a conducive learning environment supported by all stakeholders. It is recommended that learning institutions aim at capacity building to enable students, teachers, and other experts to identify and address challenges efficiently.

Climber, mediator, and marathoner: narrative inquiry of career motivation changes of pre-service CSL teachers throughout teaching practicum.

The growing global demand for foreign language learning contrasts sharply with the shortage of second language teachers. In Chinese as a second language (CSL) education, although the number of pre-service CSL teachers is increasing, few continue in the profession after completing their teacher education courses. To investigate the reasons behind this trend, this longitudinal narrative inquiry examined the career motivations of three participants during their teaching practicum. The study focused on identifying key narrative clues based on metaphors emerging from their narratives. The research found that the participants' career motivations were influenced by their teaching practice and experienced various dynamic changes. Key motivational factors included self-efficacy and intrinsic self-fulfillment, with a notable influence from the unique cross-cultural motivation associated with second language teaching. The study underscores the significant role of narratives and metaphors in understanding changes in teacher career motivations. It suggests that enhancing self-efficacy and intrinsic motivation, alongside recognizing cross-cultural motivations, could be crucial in addressing the retention issues among pre-service CSL teachers.

Promoting conceptual changes of artificial intelligence with technology-facilitated situational exploration and alternative thinking: a dual-situated learning model-based two-tier test approach

ABSTRACT In the artificial intelligence (AI) era, K-12 AI education has attracted great attention. With the increasing prevalence of AI, students are likely to have misconceptions about AI starting in elementary school. Hence, it is crucial to explore an effective approach to change elementary students' misconceptions and facilitate their scientific understanding of AI. The two-tier test is an effective method to diagnose students' misconceptions, but it needs to be combined with specific learning models to further promote conceptual change in teaching practice. The dual-situated learning model (DSLM) is an instructional approach used to facilitate students' conceptual change. Therefore, this study proposed a DSLM-based two-tier test (DSLM-TT) approach for AI courses, and explored its effects on elementary students' conceptual change, learning motivation, and self-efficacy in AI courses. 160 sixth-grade students participated in this experiment: the experimental group adopted the DSLM-TT approach, while the control group adopted the conventional learning model-based two-tier test approach (CLM-TT). Results showed that the DSLM-TT group performed better on conceptual change of AI, learning motivation, and self-efficacy than the CLM-TT group. Moreover, the interview results revealed two groups' learning experiences and perceptions. Accordingly, this study can provide a baseline for future research on conceptual change in AI education.

Retrospective evaluation of the Complementary Health and Wellbeing (CHW) service delivered at the Christie NHS trust UK.

IntroductionThe Complementary Health and Wellbeing service has been offering integrative therapies to cancer patients at The Christie Hospital NHS Trust since 1997 and has not undergone an external service evaluation in that time. It is considered a pioneering service. MethodAn external academic was invited to undertake a service evaluation based on information and experiences since the implementation of services changes as the result of the COVID 19 pandemic. Service users and therapists were interviewed along with review of quality control data and documentation. ResultsEighteen staff and eight patients were interviewed showing a high functioning and valuable service, offering a range of services to meet the needs of both inoutpatient and outpatient services. All staff are qualified and passionate, with a significant number of research outputs. However, the service is at capacity, and must rethink some delivery to ensure long term sustainability. Services offered include acupuncture, aromatherapy, massage, talking therapies and motivational behavioural changes. There is a high degree of patient satisfaction as the therapies help them manage their life affecting side effects, however accessing or being aware of the service before treatment commenced was a concern for patients. DiscussionThe Complementary Health and Wellbeing Service is well resourced, with all staff paid employees of the NHS trust funded via a charitable part of the trust. There is a self-funding education unit to provide staff training with participants coming from around the world. The therapists are expert practitioners who have undergone specialist training to work in this unique environment, however capacity to meet the needs of the service is limited, and there are gaps in the way patient evaluations are collected, which needs to be addressed for long term viability and future benchmarking. The changes to service to adapt to COVID-19 have become embedded within the service.

Learners’ motivation caught between the interplay of policy and practice: a case study of an EMI medical program in China

ABSTRACT The past few decades have seen a boom in English-medium instruction (EMI) in Chinese universities. Despite growing research interest in EMI policy and practices in China, little is known about how students’ motivation to study in the EMI programs is influenced by EMI policy and its implementation at the meso and micro levels. This study addresses this gap by examining an EMI program at a Chinese medical college. Through a survey of 118 students and interviews with 10 students and 6 teachers, we investigated students' EMI learning motivation, how and why it changed over time, and different stakeholders’ perceptions of the EMI implementation. The questionnaire and interview data were triangulated with textual analysis results of institutional EMI policy documents. It was found that students’ motivation generally declined over the course of EMI study and was often influenced by implementation factors such as pedagogical practices, assessment-related policies, and incentive strategies. Interactions and contradictions between the EMI policy goals, EMI implementation at different levels and students’ motivation change were also analyzed through the Activity Theory lens to shed light on how higher education institutions could better sustain students’ EMI motivation and enhance the quality of EMI programs.

The University Teachers’ Perceptions of their Family Illness Affect Students’ Motivation and Interest in their Studies

This research delves into the intricate interplay between parents' illness and its impact on the well-being and academic interests of their children. As health is a cornerstone of family dynamics, understanding the consequences of parental illness on students becomes imperative. The study employs a mixed-methods approach, combining surveys and qualitative interviews to gather comprehensive insights. The research examines the psychological and emotional dimensions of students facing parental illness, investigating the potential correlations with changes in academic motivation and engagement. Through a diverse sample representing various socio-economic backgrounds and educational levels, the study aims to provide a nuance understanding of the multifaceted aspects of this phenomenon. Additionally, the research explores the support mechanisms available to students coping with parental illness, both within and outside the educational context. Identifying coping strategies and resilience factors becomes crucial in formulating recommendations for educators, policymakers, and healthcare professionals to enhance the overall well-being and academic performance of students in these challenging circumstances. The findings of this study contribute to the growing body of literature on the intersectionality of health, family, and education. By shedding light on the often-overlooked consequences of parental illness on student life, this research seeks to inform interventions and support systems that can mitigate the negative effects and foster a conducive learning environment for students facing such challenges. Ultimately, this exploration aims to promote a holistic approach to education that recognizes and addresses the diverse needs of students navigating the complexities of familial health crises.

Exploring personal aptitudes and personality traits that, together with social determinants, shape health behaviors and conduct: a thematic analysis based on the Capability, Opportunity, Motivation and Behavior (COM-B) change system.

Effective implementation of strategies to promote health and prevent noncommunicable illnesses requires a profound understanding of the interaction between the individual and society. This study brings to health research the consideration of psychosocial factors that influence the maintenance and change of health behaviors and conduct. From a primary care perspective, it is crucial to propose a biopsychosocial approach for the development of health promotion and self-care programs that embrace personal aptitudes as a relevant individual aspect. To explore experiences related to personal aptitudes and personality traits that influence health behaviors and conduct, taking into account the social determinants of health, through a thematic analysis based on the capability-opportunity-motivation and behavior (COM-B) system. This qualitative research is carried out from a descriptive phenomenological perspective, based on 17 focus groups in which 156 people participated. Inductive and deductive analysis techniques were used following Lincoln and Guba's criteria of methodological rigor. In addition to 7 different triangulations of analysts, 6 main categories were identified based on the COM-B system: psychological capacity, physical capacity, physical opportunity, social opportunity, reflective motivation, and automatic motivation. The importance of considering these factors to promote healthy behaviors was stressed. This study examined how personal experiences related personal aptitudes and personality traits influence health behaviors and conduct in Spain. It was found that personality traits such as health literacy, self-efficacy, activation, and self-determination can influence the adoption of healthy behaviors. Likewise, the need for control, overthinking, and ambivalence made it impossible. Furthermore, social determinants of health and interpersonal relationships also play an important role. ClinicalTrials.gov, NCT04386135. Registered on April 30, 2020.

Not easy to get off track: Motivational trajectories of learners completing a non-formal online course

Non-formal learning is becoming increasingly important in everyday life. Both the availability of open online learning opportunities and the number of participants in online courses continue to grow. Initially learners report high levels of motivation, but completion rates tend to be low. In the present study, we examined motivational trajectories of learners completing a non-formal online course. To this end, 450 learners of 49 open online courses offered by Bavarian universities completed up to three online questionnaires throughout the course. First, we used latent profile analysis to explore motivational trajectories within five subtypes of situational motivation, which resulted in four different motivational profiles. However, all profiles were characterized by remarkable stability over time, and differences only in the actual levels of the five motivational subtypes. Second, we used bivariate latent change score models to focus on differences of change in intrinsic motivation when analyzing simultaneously with situational interest. In addition, we considered self-regulation and mastery goal orientation as predictors of change in motivation. For intrinsic motivation there was only a small mean change and compensating effect from T1 to T2. We discuss the findings in the light of the fact that there are high dropout rates in non-formal online courses and offer practical advice on how to better address non-completers in future research.

Growth trajectories and roles of expectancy, task value, and cost in middle-school physical education

This longitudinal investigation tracked the progression of students’ expectancy for success, task value, and perceived cost in the context of physical education throughout an academic year. The study involved 399 middle-school students from China, and data were collected at three distinct time points. Analysis using latent growth curve models revealed positive trajectories in both expectancy and task value, along with decreases in perceived cost. Variations in motivation were observed based on demographic factors, both in initial motivation levels and change rate. At the beginning of the academic year, senior students, girls, and students who were overweight exhibited lower motivation compared to their counterparts, but these motivation disparities tended to reduce over time. Changes in motivation were significant predictors of learning outcomes. Students who sustained high levels of expectancy and task value while reducing their perceived effort cost demonstrated higher cardiorespiratory fitness. The findings expand the theoretical understanding of expectancy, task value, and cost, thereby supporting the feasibility of implementing programmatic interventions to bolster motivation in physical education.