Psychosocial Variables to Predict Students' Achievement Outcomes in Physical Activity

Background/Purpose: Self-determination theory (Deci & Ryan, 2000) is a useful theoretical framework for the investigation of achievement outcomes in physical activity. According to this theory, more supported students are more likely to initiate and sustain target behaviors than those who are less supported students. Thus, it is important to understand how physical education (PE) teachers can structure the supportive environments (i.e., competence support, relatedness support, autonomy support) to foster students’ expectancy-related beliefs and task values, which are two important constructs based on expectancy-value model (Eccles et al., 1983). These psychosocial variables should also lead to high levels of intention for future PE participation and leisure-time exercise. The purpose of this study was to investigate the relationships between three different types of teacher supports, expectancy-related beliefs, task values, intention for future PE participation, and exercise behavior among school students.

Method: Participants were 428 elementary school students (197 girls, 231 boys; 207 4^th graders, 221 5^th graders) enrolled in three public schools in the U.S. They completed previously validated questionnaires assessing the above variables at the end of the spring semester.

Analysis/Results: Correlational analyses demonstrated that all variables were positively related to one another. Multiple regression analyses indicated that autonomy support and competence support positively predicted students’ expectancy-related beliefs (R² = 58.1 %; β = .24, p < .01; β = .50, p < .01) and task values (R² = 46.0 %; β = .24, p < .01; β = .54, p < .01). Further, task values and autonomy support were positive predictors of intention for future PE participation (R² = 10.7 %; β = .26, p < .01; β = .13, p < .05). Expectancy-related beliefs, task values, and competence support were positive predictors of students’ exercise behavior (R² = 36.4 %; β = .30, p < .01; β = .21, p < .01, β = .16, p < .05).

Conclusions: The results suggested that students with high level of perceived autonomy support and task values are more likely to take PE in the future. To promote students’ leisure-time exercise, PE teachers should provide positive feedback, emphasize students’ ability beliefs and task values in PE classes. This provides empirical evidence highlighting the importance of a supportive environment for promoting students' motivation, intention, and exercise behavior. Teachers can create a supportive environment and thereby encourage physical activity in their students.