Understanding students' motivation in middle school physical education: Examining the mediating role of self-efficacy on physical activity

This study used a prospective design to test an integrative model of the mediating role of self-efficacy between the expectancy-value model and self-efficacy theory constructs and physical activity levels in a sample of 207 middle school students in physical education. Expectancy-value constructs (expectancy-related beliefs and task values) and self-efficacy theory constructs (self-efficacy and outcome expectancy) were measured at baseline and were used to predict students' objective in-class physical activity levels two weeks following the baseline assessment. Results from a path analysis demonstrated an acceptable model fit to the data. Selfefficacy had the greatest effect on physical activity levels followed by task values. Expectancy-related beliefs and outcome expectancy indirectly predicted physical activity levels through their effects on self-efficacy. The overall variance in self-efficacy and physical activity levels explained by the model was 54% and 25%, respectively. The results were interpreted from the perspectives of the expectancy-value model and self efficacy theory, and study implications were provided for practitioners and researchers.