Expectancy-Value Model of Achievement Choice and Self-Reported Disruptive Behaviors of Elementary School Students
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Beklenti inançları, öznel görev değerleri, sınıf-içi rahatsız edici davranışlar, ilköğretim okulu.Abstract
Abstract
The purpose of this study is to examine relationships among elementary school boys and girls' expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students' disruptive behaviors for both gender. The present study suggests that expectancy-related beliefs and subjective task values were significant predictors of children's intentions for future participation in learning.
Key Words: Expectancy beliefs, subjective task values, student misbehaviors, elementary school
