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.

Keywords: Expectancy beliefs, subjective task values, student misbehaviors, elementary school