Relations of parents' beliefs to children's motivation in an elementary physical education running program

Journal of Teaching in Physical Education

Volumn 22, Issue 4, 2003, Pages 410-425

  Xiang, Ping ^a   McBride, Ron ^a   Bruene, April ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

Achievement goals; Competence value beliefs; Running

Indexed keywords

EID: 0038504290     PISSN: 02735024     EISSN: None     Source Type: Journal    
DOI: 10.1123/jtpe.22.4.410     Document Type: Article

References (36)

1. Ablard, K.E., & Parker, W.D. (1997). Parents' achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26, 651-667.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-272.
3. Ames, C., & Archer, J. (1987). Mothers' beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409-414.
4. Babkes, M.L., & Weiss, M.R. (1999). Parental influence on children's cognitive and affective responses to competitive soccer participation. Pediatric Exercise Science, 11, 44-62.
5. Brustad, R.J. (1992). Integrating socialization influences into the study of children's motivation in sport. Journal of Sport and Exercise Psychology, 14, 59-77.
6. Brustad, R.J. (1996). Attraction to physical activity in urban schoolchildren: Parental socialization and gender differences. Research Quarterly for Exercise and Sport, 67, 316-323.
7. Chen, A. (2001). A theoretical conceptualization for motivation research in physical education: An integrated perspective. Quest, 53, 35-38.
8. Cohen, J., & Cohen, P. (1975). Applied multiple regression/correlation analysis for the behaviorial science. Hillsdale, NJ: Erlbaum.
9. Conger, A.J. (1974). A revised definition for suppressor variables: A guide to their identification and interpretation. Educational and Psychological Measurement, 34, 35-46.
10. DeBacker, T.K., & Nelson, R.M. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71-94.
11. Dempsey, J.M., Kimiecik, J.C., & Horn, T.S. (1993). Parental influence on children's moderate to vigorous physical activity participation: An expectancy-value approach. Pediatric Exercise Science, 5, 151-167.
12. Duda, J.L., & Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
13. Dweck, C.S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.), Foundations for a psychology of education (pp. 87-136). Hillsdale, NJ: Erlbaum.
14. Eccles, J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J.T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: W. H. Freman.
15. Eccles, J.S., Adler, T.F., & Kaczala, C.M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310-321.
16. Eccles, J.S., Jacobs, J., & Harold, R. (1990). Gender-role stereotypes, expectancy effects, and parents' role in the socialization of gender differences in self-perceptions and skill acquisition. Journal of Social Issues, 46, 182-201.
17. Eccles, J.S., Jacobs, J., Harold, R., Yoon, K.S., Arberton, A., & Freedman-Doan, C. (1993). Parents and gender-role socialization during the middle childhood and adolescent years. In S. Oshkamp & M. Costanzo (Eds.), Gender issues in contemporary society: Claremont symposium on applied social psychology (Vol. 6, pp. 59-83). Newbury Park, CA: Sage.
18. Eccles, J.S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol. 3, pp. 1017-1095). New York: Wiley.
19. Gottfried, A.E., Fleming, J.S., & Gottfried, A.W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113.
20. Goudas, M., Biddle, S., & Fox, K. (1994). Achievement goal orientations and intrinsic motivation in physical fitness testing with children. Pediatric Exercise Science, 6, 159-167.
21. Jacobs, J.E., & Eccles, J.S. (1992). The impact of mothers' gender-role stereotypic beliefs on mothers' and children's ability perceptions. Journal of Educational Psychology, 63, 932-944.
22. Kimiecik, J.C., Horn, T.S., & Shurin, C.S. (1996). Relationships among children's beliefs, perceptions of their parents' beliefs, and their moderate-to-vigorous physical activity. Research Quarterly for Exercise and Sport, 67, 324-336.
23. Locksley, A., Borgida, E., Brekke, N., & Hepburn, C. (1980). Sex stereotypes and social judgment. Journal of Personality and Social Psychology, 39, 821-831.
24. Moore, L.L., Lombardi, D.A., White, M.J., Campbell, J.L., Oliveria, S.A., & Ellison, R.C. (1991). Influence of parents' physical activity levels on activity levels of young children. The Journal of Pediatrics, 118, 215-219.
25. Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
26. Pintrich, P.R., Smith, D., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivational Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
27. The President's Council on Physical Fitness and Sports. (2002). The 2002-2003 president's challenge: Physical activity and fitness awards program. Washington, DC: Author.
28. Sachs, M.L., & Buffone, G.W. (1997). Running as therapy: An integrated approach. Northvale, NJ: Jason Aronson.
29. Solmon, M.A., & Boone, J. (1993). The impact of student goal orientation in physical education classes. Research Quarterly for Exercise and Sport, 64, 418-424.
30. Spray, C.M., & Biddle, S.J.H. (1997). Achievement goal orientations and participation in physical education among male and female sixth form students. European Physical Education Review, 3, 83-90.
31. Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92, 144-151.
32. Treasure, D.C., & Roberts, G.C. (1995). Applications of achievement goal theory to physical education: Implications for enhancing motivation. Quest, 47, 475-489.
33. Urdan, T., & Maehr, M.L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
34. Walling, M.D., & Duda, J.L. (1995). Goals and their associations with beliefs about success in and perceptions of the purposes of physical education. Journal of Teaching in Physical Education, 14, 140-156.
35. Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73, 58-65.
36. Zimmerman, B.J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. Phye (Ed.), Handbook of academic learning (pp. 105-125). New York: Academics Press.