Situated expectancy-value theory (SEVT) proposes that students’ motivation is shaped by their expectancy for success, the value attached to the task, and the associated costs. However, most existing research has overlooked the significant role of cost when examining students’ motivation in physical education (PE). Based on SEVT, the present study aims to provide a more holistic understanding of student motivation in PE by reviewing SEVT-based research conducted over the past 20 years. Method: Abstracts and topics related to, in conjunction with expectancy-value theory and SEVT, were searched. SEVT-based articles in PE published between 2004 and 2024 were retrieved from the Web of Science. The study analyzed the measurement methods of cost, its components, and its role in PE motivation and learning. Of the 33 articles reviewed, only eight integrated cost. Two major approaches to measuring cost emerged: (1) the use of open-ended questions (e.g., “If there is anything that you do not like about PE, what is it and why?”) to identify relevant costs, and (2) the application of scales developed from classroom-based subjects. In addition, cost-related physical and social dimensions were identified, underscoring the domain-specific nature of cost in PE. The significant role of cost was supported by its influence on students’ decisions to continue participating in PE, their physical activity intensity, and their class engagement. Cost is a significant motivational construct that plays an important role in PE motivation. Based on the domain-specific motivational context, cost should be measured using a tailored scale that emphasizes the physical and social characteristics of PE. Future research should develop such a tailored cost scale and further examine the role of cost in SEVT to determine whether it should be measured independently.
Chen et al. (Thu,) studied this question.
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