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Gender and Interest-Based Motivation in Learning Dance

Bo Shen, Ang Chen, Hope Tolley, and Kristin A. Scrabis

Guided by the interest-based motivation theory, this study examined the extent to which personal interest and situational interest accounted for boys’ and girls’ learning outcome in a middle school physical education dance unit. Personal and situational interests, physical activity intensity, and skill/knowledge outcome were measured in a random student sample (N = 57). Girls demonstrated higher personal interest in dance than the boys, but both groups were equally motivated with situational interest. Although the girls were not as physically active as boys, their skill/knowledge outcome measures were higher than those of the boys. It appears that gender may have little impact on the motivational effect of situational interest and that girls’ in-class learning might have higher quality than that of boys as a result of higher personal interest. The findings indicate that situational interest may motivate all students, but it is necessary to enhance personal interest in order for them to engage in quality learning.

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The Role of Interest in Physical Education: A Review of Research Evidence

Ang Chen and Yubing Wang

This article focuses on the research on interest, especially situational interest, in physical education. Interest has been considered a powerful motivator for children and adolescents. Based on a conceptualization of individual and situational interest, a reasonable size of evidence has been accumulated showing that situational interest motivates students to engage in physical activity. The evidence also shows that situational interest may have little impact on learning achievement. It, however, can be controlled and manipulated by teachers to create a situationally interesting learning environment to enhance engagement. The lack of studies on individual interest and its development has been identified as a void in this line of research. We argue that it is necessary to strengthen the research on individual interest and its interaction with situational interest to fully understand the four-phase theoretical model of interest development in the physical activity domain (Renninger & Hidi, 2016).

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Examining Situational Interest in Physical Education: A New Inventory

Hongying Wang, Bo Shen, and Jin Bo

Interest is a powerful motivator in schooling ( Dewey, 1913 ; Renninger & Hidi, 2016 ). As an essential component of the educational process, interest-based motivation can penetrate all teaching and learning activities, from initiating engagement to enhancing attention to promoting cognitive

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Cultural Citizenship or Commercial Interest? The 1962 Grey Cup Fiasco

John Valentine

national interest. However, research reveals that this decision was not necessarily made because it was in the national interest, but more so to assist the new struggling private television network, CTV. The important content, allegedly linked to cultural citizenship, was not the national championship, but

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Three-Year Trajectory of Interest in Learning Physical Activity Knowledge: Influences of Gender and Prior Knowledge

Yubing Wang, Tan Zhang, and Ang Chen

Interest plays an important role in academic learning. Dewey ( 1913 ) suggested that interest derives from the interaction between the person and the target object and that it drives people’s effort to learn. Studies have repeatedly shown that the level of one’s interest has a powerful influence on

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An Examination of Learning Profiles in Physical Education

Bo Shen and Ang Chen

Using the model of domain learning as a theoretical framework, the study was designed to examine the extent to which learners’ initial learning profiles based on previously acquired knowledge, learning strategy application, and interest-based motivation were distinctive in learning softball. Participants were 177 sixth-graders from three middle schools. A hierarchical cluster analysis was conducted to determine what kinds of learning profiles would result from the interactions among prior knowledge, learning strategies, and interest. The results revealed that individual learners could be classified into subgroups with distinctive learning characteristics. It is supported that learning in physical education is a progressive process that involves both cognitive and affective dimensions. An effective physical education curriculum should address both knowledge and skill acquisition and motivation simultaneously.

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The Impact of Learning Task Design on Students’ Situational Interest in Physical Education

Cédric Roure and Denis Pasco

When participating in a learning task, students differ in the level of intensity, attention and enjoyment that characterizes their engagement. Such differences may reflect the fluctuation of situational interest, which is an affective state that is aroused by the characteristics of the environment

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Dealing With Conflicts of Interest

Aaron J. Coutts

, there are circumstances where the public trust can be put at risk. A conflict of interest (COI) from an author, a reviewer, or an editor can influence the trustworthiness of a paper. In this editorial, I examine the potential sources of COI in sport-related research and discuss how they affect the

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The Role of Ability Beliefs and Incentives in Middle School Students’ Intention, Cardiovascular Fitness, and Effort

Zan Gao, Ken R. Lodewyk, and Tao Zhang

This study uncovers the predictive relationship of middle school students’ ability beliefs (self-efficacy and expectancy-related beliefs) and incentives (outcome expectancy, importance, interest, and usefulness) to intention, cardiovascular fitness, and teacher-rated effort in physical education. Participants (N = 252; 118 boys, 134 girls) completed questionnaires assessing their ability beliefs, incentives, and intention for future participation in physical education, and then had their cardiovascular fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Students’ effort in class was rated by their respective physical education teachers. Correlation analysis yielded significantly positive relationships between ability beliefs and incentives. Regression results revealed that ability beliefs, importance, interest, and usefulness significantly predicted intention for future participation. Ability beliefs also emerged as significant predictors of PACER test scores whereas self-efficacy was the only predictor of teacher-rated effort. Implications for educational practice are discussed.

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Adolescents’ Interest and Performances in Aerobic Fitness Testing

Xihe Zhu, Senlin Chen, and James Parrott

This study examined adolescents’ interest in aerobic fitness testing and its relation to the test performances. Adolescents (N = 356) from three middle schools participated in the study. The participants took two aerobic fitness tests: the Progressive Aerobic Cardiovascular Endurance Run (PACER) and One-Mile Run (1MR) with a two-day interval, and completed two interest scales immediately after each test. Test performances, interest, and body mass index data were collected. Data were analyzed using descriptive statistics, multivariate analysis of variance/covariance, and hierarchical regression analyses. Student situational and personal interests were low-to-moderate overall in both aerobic fitness tests. Boys reported significantly higher situational interest than girls, but there was no gender difference in personal interest. Personal interest was a significant predictor for PACER (b=.27) and 1MR (b=-.37). The predictability of situational interest to testing performances varied between PACER and 1MR. PACER and 1MR might have rendered distinct motivational stimuli that led to the varied predicting power of situational interest.