Individual and Situational Interest: The Role of Gender and Skill

Abstract

Abstract:The purpose of this study was to examine individual and situational interests in learning motor skills as associated with gender and skill. Individual and situational interests and motor skill were measured in middle school girls (n = 109) and boys (n = 82). A correlation analysis for the entire sample showed a moderate correlation between skill and individual interest (r = .63) and weak relationships between individual and situational interest (r < .10) and between situational interest and skill (r < .18). A MANOVA analysis revealed a difference between the boys and girls in situational interest at a borderline significance level (p = .05). However, when individual interest, skill, and gender were compared between students with high or low situational interest in a hierarchical log linear model, it was found that both groups did not differ in number of boys and girls (p = .98). But the high situational interest group had more students with high skill (p = .001) and high individual interest (p = .02). The results suggest that discrepancies in acquired skill accounted for the gender difference and that acquired skill is associated with individual interest and high situational interest in learning motor skills.

An Examination of the Multidimensionality of Situational Interest in Elementary School Physical Education

“…The findings, however, should be interpreted based on the sample limitation, which was predominantly African American. Although it has been reported that students' response to situational interest in physical education may be insensitive to certain demographic characteristics (Chen & Darst, 2002) Confirmatory factor analysis; all pathways are significant (Z scores > 1.96); SI = situational interest; AT = attention demand; CH = challenge; EX = exploration opportunity; EN = instant enjoyment; NO = novelty.…”

Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?

“…Situational interest is usually considered an affective state, triggered by the attractive, novel, and stimulating aspects of an object or environment (Krapp, Hidi, & Renninger, 1992). Situational interest influences learning by inducing stronger attention to learning materials (Hidi, 1995), and by increasing persistence in the task Chen & Darst, 2002). In the classroom, situational interest may be activated by the teacher, who manipulates some features of the instructional setting leading to students' positive response to learning (Bergin, 1999).…”

“…Individual interest influences learning behavior and outcomes because it usually implies highly developed domain-specific knowledge. Thus, learners engaged with domain-specific activities related to their individual interest can rely on their knowledge to self-motivate and self-regulate learning (Chen & Darst, 2002;Hidi & Renninger, 2006;Renninger, 2000).…”

Goals, Interests, and Learning in Physical Education

“…With a middle school student sample (N = 191, 53% boys, 47% girls), Chen and Darst (2002) examined the extent to which individual and situational interests varied in terms of gender and motor skill performance levels. Individual interest was measured by asking students to rate on a 7-point, Likert-type scale their interest in basketball along with seven other physical activities.…”