How can situational interest promote learning strategies in physical education?
(2018) Changes in childhood and adolescence: Current challenges for physical education — ISBN: [978-3-8325-4697-7], p. 389-397, published
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- Considering the significant decrease in students’ motivation to participate in physical education (PE) (Papaioannou, Bebetsos, Theodorakis, Christodoulidis & Kouli, 2006) researchers have investigated motivational constructs that can drive students toward successful learning and achievement. In this context, they consider situational interest (SI) as a powerful motivator for students (Chen, Chen & Zhu, 2012; Renninger & Hidi, 2011) in so far as it is related to their cognitive engagement and learning strate-gies (Shen & Chen, 2006; 2007; Zhu et al., 2009). Chen et al. (2012) have found, in a meta-analysis related to the motivational constructs used to engage students in PE, that SI was a primary motivator for them. Defined as the appealing effect of the char-acteristics of an activity on individuals (Chen, Ennis, Martin & Sun, 2006), SI appears to be relevant when linking students’ motivation and learning strategies, in so far as learners must be motivated to be able to actively search, evaluate, and adopt effective learning strategies (Shen & Chen, 2006). However, little is known about the relation-ships between the dimensions of SI and learning strategies used by students. Thus, the aim of the study was to examine the effects of SI dimensions on students’ learn-ing strategies in PE
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Roure, C., Kermarrec Gilles, & Pasco Denis. (2018). How can situational interest promote learning strategies in physical education? In Scheuer, Bund & Holzweg (ed.), Changes in childhood and adolescence: Current challenges for physical education (Logos, p. p. 389-397). Logos. https://hdl.handle.net/2078.5/222513