What Constitutes Situational Interest? Validating a Construct in Physical Education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ang Chen, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: 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, using an iterative, multisample design. Middle school students (N = 674) were asked to view jogging and gymnastic stunts on video (in Stages 1, 2, and 3) and participate in basketball chest-pass and pass—shoot activities (in Stage 4). Immediately following each activity, situational interest of the activity was assessed by having the students respond to an instrument developed to measure the 7 dimensions of situational interest. Exploratory and confirmatory factor analyses were employed to examine the dimensionality of situational interest. The analyses revealed 5 dimensions of situational interest: Novelty, Challenge, Exploration Intention, Instant Enjoyment, and Attention Demand. A 24-item Situational Interest Scale was developed and revised during the 4-stage validation process. Cohen's (1988) d (effect size) indicated that the items possess the capability of distinguishing between responses to high interest versus low interest activities. Cronbach's a coefficients (1951) showed that the data from the instrument had acceptable internal consistency across the 5 dimensions.

Additional Information

Measurement in Physical Education and Exercise Science, 3(3), 157-180.
Language: English
Date: 1999
Situational interest, Physical education, Instrument validation, Motivation, Psychological models

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