Relationships Between Expectancy-value Beliefs and Attitudes of Middle School Students in China

Tao Chegnwu^*GONG Jing

• Hunan Normal University, Changsha, China

It is of great significance to improve the teaching quality of physical education class and solve the practical problem that students like physical education but don't enjoy having physical education class by improving students' expectancy-value of physical education class and correcting students' attitude toward PE (physical education) class.Therefore, to explore the differences between the expectancy-value and attitude of different types of students participating in physical education class, and to clarify the impact of the expectancy-value of different types of students on their attitude toward PE class, can provide a reference for the classified optimization of the expectancy-value and attitude of junior high school students in physical education. Methods: A questionnaire was collected November 1, 2022 and December 23, 2022 from 2809 Chinese junior middle school students, with an average age of 13.37 years. Among them, 1397 boys and 1412 girls; There are 1010 students in urban schools and 1799 students in rural schools. The expected value was measured by the Expectancy Value Questionnaire. The construct validity of the questionnaire exceeds 0.90. The attitude toward PE class was measured by the Attitude toward Physical Education Questionnaire for Middle School Students , which includes two dimensions: affective component( α=. 89) and cognitive component( α= .86) .Using spss 25.0 software, using ANOVA, correlation analysis and regression analysis and other statistical analysis methods, this paper analyzes the differences and effects of different types of junior high school students' expectancy-value on their attitude towards PE class. Results: There are significant differences in the expectancy value and attitudes towards PE classes among middle school students of different genders, grades, and school types. The intrinsic value, utility value, expectancy beliefs for success and attainment value can significantly predict the affective component of attitude toward PE class, and utility value, attainment value and intrinsic value can significantly predict the cognitive component of attitude toward PE class. Conclusion: The findings suggest that students' perceptions of enjoyment and satisfaction during PE classes positively predicted their overall enjoyment of such classes. Accurately guiding students to recognize the genuine value of PE courses facilitated the internalization of their engagement in PE classes.