The purpose of this study was to examine current kinesiology students' athletic identity, identity foreclosure, perceived task value in sport, and perfectionism. An online survey was distributed via email to current kinesiology students. The survey contained questions regarding demographic information and items from the Athletic Identity Measurement Scale, Extended Objective Measure of Ego Identity Status, Perceived Task Value in Sport, Sport Multidimensional Perfectionism Scale-2, and Multidimensional Inventory of Perfectionism in Sport. Results of the Pearson moment correlations indicated that the higher the athletic identity, the higher the subjective task value, identity foreclosure, perfectionistic strivings, and perfectionistic concerns. Multiple regression analyses were performed to further examine the predictive power of athletic identity, subjective task value, and identity foreclosure for perfectionistic strivings and perfectionistic concerns. Results indicated that athletic identity and subjective task value were significant predictors of perfectionistic strivings. Results also showed that athletic identity and identity foreclosure were significant predictors of perfectionistic concerns. Future research should replicate the study using participants from different geographical regions. Furthermore, future research should consider a longitudinal and qualitative study to investigate the development of subjective task value in sport.

Eccles' expectancy-value model of achievement motivation suggests that beliefs about ability and expectations for success are a strong predictor of grades and differences in task value underlie differences in motivation and achievement. This model has not been previously investigated in the context of high stakes examinations in the UK and this study therefore explores the relationships between expectations, values and A-level achievement in 930 students. This is important given the significance of these qualifications for future life pathways. Furthermore, studies examining the subjective task value (STV) patterns across school subjects, rather than domain specific ones, are rare, highlighting the additional importance of this work. A mixed methods design was used. A questionnaire collected information on a student's background (SES, gender, ethnicity), the expectations and STV attached to A-levels, and their future and general life expectations and values. Some of these relationships were also explored using 20 semi-structured interviews. The qualitative data illustrated that studying A-levels confirmed aspects of students' identity but also facilitated changes to their goals and academic skills, having positive effects, contrary to the argument that high stakes assessment has a negative impact on individuals. Unsurprisingly parents and teachers were perceived to be influential. As predicted, expectations and values were related to A-level achievement. As there is a lack of research into the effects of these variables on A-level outcomes these findings are valuable. Eccles' original three factor model of STV could not, however, be supported. In this research the utility construct was removed. Further exploration of the STV construct is warranted. Socio-economic status was positively related to both achievement and expectations about achievement. Girls had lower expectations but placed higher value on their A-levels. There were, however, no gender differences in achievement. Employing the expectancy-value model in this UK context has been useful in explaining the motivational patterns underlying A-level qualifications and the findings have implications for enhancing outcomes and narrowing educational gaps in this student population.

The aim of this study was to examine the relationship between motor skills proficiency and participation in physical activity considering three mediators (ability beliefs, subjective task value, and expectancy of success) among Grade 3 children and considers those relationships in terms of sex-based differences. The participants in this study were recruited from eight elementary schools from School District 61 in Victoria, British Columbia. Participants were 398 children (Girls: n = 201, Boys: n = 197). Motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2), physical activity participation was measured using the Children’s Assessment of Participation and Enjoyment (CAPE), and ability beliefs, subjective task value, and expectancy of success were measured using the Expectancy Value Questionnaire (EVQ). Descriptive statistics showed that participation in physical activities was low with a mean score of 3.7 on a scale of 14. Percent of maximum (POMP) scores of the psychological variables were in the middle of the range of possible scores; specifically: 68.7%, 74.8%, and 72.7% for children’s ability beliefs, task value, and expectancy of success, respectively. A MANCOVA revealed a main effect of sex (F (7, 389) = 29.684, p < .001; Wilks’ Lambda = 0.652) between boys and girls in terms of their ability beliefs, expectancy of success, subjective task value, motor skills proficiency. A second MANCOVA examining the effect of sex on total raw scores of motor skills and physical activity also revealed a main effect of sex (F (2, 394) = 11.130, p < .001; Wilks’ Lambda = 0.947). Separate parallel multiple mediator models were created for both boys and girls. The mediator model for boys revealed an overall significant effect of .044 (p < .001). The mediator model for girls revealed an overall significant effect of .031 (p < .05). The mediation model for boys showed that the psychological variables in this study did not mediate the relationship between motor skills and physical activity participation. Instead, boys’ motor skills directly predicted their participation in physical activity. The girls’ mediation model showed mediation between motor skills and physical activity with subjective task value as the mediator. Girls’ motor skills did not have a direct relationship with their participation in physical activities. Future research might: (1) include gender as a mediating factor in future mediation models, (2) explore mediation models with locomotor skills and object control skills as independent variables, and (3) explore the role of social and environmental factors such as the influence of parents, teachers, peers, culture, and society on children’s participation in physical activity. / Graduate