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Ang Chen

Dr. Chen is a professor in the Department of Kinesiology at the University of North Carolina at Greensboro . Dr. Chen received the Bachelor of Education degree in 1982 from Nanjing Teachers University of China, a Master of Education degree in 1988 from the Shanghai Institute of Physical Education (currently Shanghai University of Sport) of China, and his Doctor of Philosophy degree from the University of Maryland at College Park in 1993. Since 1982, Dr. Chen has been a middle/high school physical education teacher and coach, college physical education instructor, and college professor and researcher. Before coming to UNCG, Dr. Chen has been a faculty member at the University of Hawaii at Manoa (1993-96), Arizona State University, and the University of Maryland at College Park (1999-2008).

There are 25 included publications by Ang Chen :

TitleDateViewsBrief Description
Cognitive style differences within an analytical curriculum: Examples of success and nonsuccess 1991 350 This research was conducted to examine field dependence/independence cognitive style differences exhibited by young children. In analytically-oriented movement education curricula. It was hypothesized that an analytical focus demands mental energy, m...
Conceptualizing a Theoretical Model for School-Centered Adolescent Physical Activity Intervention Research 2006 726 Adolescent physical inactivity has risen to an alarming rate. Several theoretical frameworks (models) have been proposed and tested in school-based interventions. The results are mixed, indicating a similar weakness as that observed in community- ...
Content knowledge transformation: An Examination of the relationship between content knowledge and curricula. 1995 861 Theories associated with teacher knowledge suggest that teachers transform subject content knowledge into pedagogical content knowledge in teaching to enhance the content comprehensibility. It is assumed that the connection between teacher content kn...
An Examination of Learning Profiles in Physical Education. 2007 681 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 moti...
An examination of situational interest and its sources in physical education 2001 1095 Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influenc...
An Examination of Sixth Graders’ Self-Determined Motivation and Learning in Physical Education 2010 1348 Self-determination theory (SDT), when applied in education, emphasizes helping learners internalize extrinsic motivation so as to regulate their learning behavior from an amotivation state to intrinsic motivation. The purpose of this study was to ...
Examining the Interrelations Among Knowledge, Interests, and Learning Strategies. 2006 634 Guided by the Model of Domain Learning (MDL), the study was designed to explore the extent of interrelations among prior knowledge, learning strategies, interests, physical engagement, and learning outcomes in a sixth-grade (N = 91) volleyball uni...
Expectancy Beliefs and Perceived Values of Chinese College Students in Physical Education and Physical Activity. 2008 1527 Background: The expectancy-value theory postulates that motivation relies on individuals’ beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students’ expectancy-value mot...
Gender and Interest-Based Motivation in Learning Dance. 2003 4134 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 situa...
Goals, Interests, and Learning in Physical Education 2004 2160 Student achievement motivation has become a complex construct in physical education because of the competitive nature of sports and physiological discomfort associated with exercising. With updated national standards, physical education has been unde...
The Impact of Social Change on Inner-City High School Physical Education: An Analysis of a Teacher's Experiential Account 1999 1585 This report analyzes changes in a traditional physical education curriculum in an inner-city high school. The analysis is based on my l4-week participant observation of classes and interviews with a veteran physical educator (Mary) who experienced co...
Individual and Situational Interest: The Role of Gender and Skill 2002 1668 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...
Interactive Impact of Intrinsic Motivators and Extrinsic Rewards on Behavior and Motivation Outcomes 2005 3343 In this study we examined the interrelationship among extrinsic rewards and achievement goals (including a work-avoidance goal), competence beliefs, and task values associated with health-enhancing running tasks over a school year. A group of element...
Many-Faceted Rasch Modeling Expert Judgment in Test Development 1998 1467 The purpose of this study was to model expert judgment in test and instrument development using the many-faceted Rasch model. A 150-item value orientation inventory-2 (VOI-2) assessing the value of physical education curriculum goals was developed an...
Meaningfulness in Physical Education: A Description of High School Students' Conceptions 1998 500 A theoretical framework distinguishing meaning and meaningfulness guided this study of high school students' conceptions of meaningfulness in physical education. A 9-dimensional meaningfulness construct was developed through analyzing former high ...
Revisiting the Assumptions for Inferential Statistical Analyses: A Conceptual Guide 2001 817 Trustworthiness of results from statistical analyses relies on the fulfillment of a set of assumptions made about data. A survey of published pedagogy studies in physical education revealed that examining the assumptions has been overlooked in dat...
Situational interest, cognitive engagement, and achievement in physical education 2009 927 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 intere...
Situational interest, cognitive engagement, and achievement in physical education 2009 1055 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 intere...
Task Values, Cost, and Choice Decisions in College Physical Education 2009 810 The expectancy-value motivation theory postulates that motivation can be achieved when perceived values in an activity override perceived cost of the activity derived from the effort of achieving. This study was designed to examine types of perceiv...
Teaching Value-Laden Curricula in Physical Education 1996 612 Research on physical educators' value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare ...
A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective 2001 6547 This paper is intended to conceptualize motivation research in physical education from an integrated perspective in that the motivation research and its findings are situated in the dynamics of teaching and learning. Major motivation theories and ...
Using Achievement Goals and Interest to Predict Learning in Physical Education 2007 1056 On the basis of an integrated theoretical approach to achievement motivation, the authors designed this study to investigate the potential influence of mastery goal, performance-approach and avoidance-approach goals, individual interest, and situatio...
A web of achieving in physical education: Goals, interest, outside-school activity and learning 2004 511 Achievement goals and interests are recognized as primary motivators for learning in physical education. The study examined the dynamics of the motivators as associated with organized outside-school physical activity experiences and learning outcomes...
What Constitutes Situational Interest? Validating a Construct in Physical Education 1999 2394 Situational interest has been theoretically articulated as a multidimensional construct that derives from person—activity interaction. This 4-stage study empirically examined the multidimensionality of situational interest in physical education, usin...
Young Children’s Intuitive Interestin Physical Activity:Personal, School, and Home Factors 2005 637 Background: A physically active or inactive lifestyle begins with intuitive interest at a very young age. This study examined the impact of selected personal, school, and home variables on young children’s intuitive interests in physical and sedentar...