Learners’motivational response to the Science,PE,&Me!curriculum:A situational interest perspective  

作　　者：Senlin Chen Haichun Sun Xihe Zhu Ang Chen Catherine D.Ennis(Posthumous) 

机构地区：[1]School of Kinesiology,Louisiana State University,Baton Rouge,LA 70803,USA [2]Department of Teaching and Learning,University of South Florida,Tampa,FL 33620,USA [3]Department of Human Movement Sciences,Old Dominion University,Norfolk,VA 23529,USA [4]Department of Kinesiology,University of North Carolina at Greensboro,Greensboro,NC 27402,USA

出　　处：《Journal of Sport and Health Science》2021年第2期243-251,共9页运动与健康科学（英文）

基　　金：the Office of the Director,U.S.National Institutes of Health,under Award Number R25RR015674-1.

摘　　要：Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.

关 键 词：Constructivist learning theory Curriculum intervention Elementary physical education Learner motivation Structural mean modeling 

分 类 号：G623.8[文化科学—教育学]