Influence of Significant Others on High School Students’ Expectancies of Success and Task Value in Physical Education

Authors

  • Skip M. Williams Illinois State University
  • Windee Weiss University of Northern Iowa

DOI:

https://doi.org/10.18666/TPE-2018-V75-I2-8056

Keywords:

Social Influence, Attainment Value, Utility Value, Motivation, Parental Influence

Abstract

This study examined the perceived influence of significant others’ beliefs on students’ expectancies of success and task value in physical education (PE). PE students (N = 231) between Grades 9 and 12 participated. Multiple regressions examined the influence of perceived parents’, teachers’, and classmates’ beliefs on students’ ability expectations and task value. Findings revealed that perceptions of parents’, teachers’, and classmates’ beliefs concerning ability expectations and attainment value were positive predictors of students’ own beliefs and attainment value for PE. Perceptions of parents’ and classmates’ utility value were significant in predicting students’ utility value for PE. Higher ability expectancies, attainment value, and utility value were related to lower intrinsic motivation. Higher attainment value predicted lower extrinsic motivation, and higher utility value predicted lower social motivation. In conclusion, perceptions of parents’, teachers’, and classmates’ ability expectancies, attainment value, and utility value positively predicted students’ ability expectancies, attainment value, and utility value.

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Author Biographies

Skip M. Williams, Illinois State University

Associate Professor in the School of Kinesiology and Recreation

Windee Weiss, University of Northern Iowa

Associate Professor in the school of Kinesiology, Allied Health and Human Services.

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Published

2018-03-12

Issue

Vol. 75 No. 2 (2018)

Section

Articles

License

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