Situational interest, cognitive engagement, and achievement in physical education

Abstract

Students’ learning has been the center of schooling. This study examined the contribution of situational interest motivation and cognitive engagement in workbooks to student achievement in learning health-related fitness knowledge. Situational interest, performance on solving workbook problems, and knowledge gain in cardio-respiratory fitness and benefits were measured in 670 third-grade students from 13 randomly selected urban elementary schools. Structural equation modeling and regression curve estimation analyses revealed that situational interest contributed little to workbook performance and knowledge gain. Performance on solving workbook problems contributed significantly to knowledge gain. The results also show that skipping workbook tasks had stronger negative impact on knowledge gain than performing the tasks incorrectly, suggesting the importance of engaging students in the learning process by attempting the workbook tasks. The findings reinforced the value of using workbooks to facilitate cognitive knowledge learning in physical education, but raised questions about the direct function of situational interest on engaging students in cognitive learning.

Adolescents’ Interest and Performances in Aerobic Fitness Testing

“…As shown in the results, perceived challenge was the only significant situational interest component predicting PACER performance, explaining merely 3% of the variance. This finding was comparable with the conclusions from Chen and Darst (2002) and Zhu et al (2009) that situational interest may only explain a small amount of variances in certain student performances. For 1MR, however, there were two situational interest components, including challenge and exploration intention, which emerged as significant predictors, collectively explaining 7% of the variance.…”

Interaction and Cognitive Engagement in Online Discussions in Professional Development Leadership and Management Course at a Private Nursing Institution

“…Dunleavy & Milton (2009) explored student engagement and its implications for teaching and learning; they separated academic engagement from cognitive engagement, and termed cognitive engagement as "Intellectual Engagement" (p5). Students exercising cognitive activities with higher order thinking are more likely to produce meaningful experience of learning and improved performance (Greene et al, 2004, Zhu et al, 2009). …”

Interés situacional en clase de Lengua Española en secundaria: relaciones estructurales con el compromiso, el desapego y el rendimiento

“…El interés situacional y sobre todo el personal se relacionan positivamente con el rendimiento en diferentes niveles educativos y materias (Ainley, 2012;Alonso Tapia, 2007;Durik & Harackiewicz, 2007;García-Señorán & González González, 2008;Gutiérrez & López, 2012;Hulleman, Godes, Hendricks & Harackiewicz, 2010;Schiefele, 2009;Zhu et al, 2009). …”

“…En primer lugar, aquellos estudiantes que al inicio de curso percibieron las clases de Lengua como más interesante (porque el profesor despertaba su curiosidad, porque les gustaba lo que aprendían en esas clases o porque las consideraban importantes) obtuvieron al final de curso mejores notas en esa materia. Estos resultados están en la línea de investigaciones previas (Durik & Harackiewicz, 2007;Gutiérrez & López, 2012;Hulleman et al, 2010;Zhu et al, 2009). En este estudio, resulta llamativa la capacidad predictiva del interés situacional mantenidovalor, superior a la de los otros dos tipos de interés evaluados.…”