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1 juin 2022
- ISIDORE Id: 10670/1.a15968...
- hal: hal-04096647
- doi: 10.7752/jpes.2022.06170
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info:eu-repo/semantics/altIdentifier/doi/10.7752/jpes.2022.06170
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Elise Allard-Latour et al., « Adolescent girls' and boys' situational interest for a learning task in physical education », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.7752/jpes.2022.06170
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Résumé
This study investigated the role of sex in the difference of situational interest sources for Physical Education students in different physical activities. First, as most studies have shown that total situational interest scores are higher for young boys than young girls, we hypothesised that this difference for situational interest continues during adolescence to the detriment of girls. Second, we hypothesised that effect of physical activity programs combined with sex could explain differences in total interest between students. Third, we hypothesised that the sex variable has an impact on five situational interest sources and could explain in part the total differences in situational interest. The sample consisted of 422 French primary and secondary school students, aged 12-16 years. The students completed the French 19-item situational interest scale after practicing a technical learning task in Physical Education contexts. A two-factor ANOVA was carried out to examine the interaction effects of students' sex and different physical activities on situational interest and the five situational interest sources. The results showed that boys' situational interest scores are higher than those of girls. Furthermore, instant enjoyment and exploration intention are the sources that have the most impact on situational interest for boys, and attention demand is the highest source for girls. There is also a very significant combined effect between physical activities, sex and situational interest for Physical Education. This study encourages teachers to consider the difference of interest between girls and boys and offers supplementary evidence of the teacher's role in promoting students' situational interest and engagement.
