The purpose of this study was to investigate the relationship among expectancy-value, flow, and task persistence of secondary school students in physical education class. The subjects of this study consisted of 783 middle and high school students. The used instruments were the You & Park(2011) for measuring expectancy-value scales, the Kim(2008) for measuring physical education flow scales, and the Park & Lee(2010) for measuring task persistence scales. The data were analyzed by correlation analysis, multiple regression analysis as a statistical method. The result of this study were as follows.
First, among the subscale of expectancy-value in physical education, utility was significantly higher middle school students than that of high school students. And both flow and task persistence was not difference in the between middle school students and high school students. And in according to gender, all of the expectancy-value, flow and task persistance was significantly higher schoolboys than schoolgirls.
Second, expectancy/ability-related beliefs, internal interest, and importance positively influenced to self-purpose experience and accordance of class behavior and recognition. And all of the scale of expectancy-value positively influenced to the sense of challenge and control, the commitment related to the contents of physical education, and the integration into the physical education course.
Third, all of the scale of expectancy-value positively influenced to task persistence.
Forth, the sense of challenge and control, the commitment related to the contents of physical education, and the integration into the physical education course positively influenced to task persistence.
Fifth, there was not a moderating effect of flow in the relation between expectancy-value and task persistence.