Does Content-Intervention Enhance Motivation in Physical Education? A Meta-Analysis

• In Event: Student and Teacher Motivation and Attitude in Physical Education

Abstract

Guided by the content-specificity hypothesis, the purposes of this meta-analysis study were to (a) identify the extent of learner motivation change in content- or motivation-intervention in physical education and (b) determine the motivation change differences between intervention-and-control conditions within content-interventions. We identified 34 intervention studies including learner motivation as an outcome measure. An independent sample t-test displayed no difference in motivation change between the content (n=7)- and the motivation (n=27)-interventions (p=0.551). A repeated measures MANOVA revealed that in the content-interventions, learner motivation was more enhanced in content-intervention condition than in the control condition (F=31.67, p<0.001, η^2 =0.41). The finding partially confirms the content specificity hypothesis and content-specific curricular interventions can positively enhance learner motivation as effective as motivation-only interventions.

Authors

• Jihyun Song, University of North Carolina - Greensboro
  Presenting Author

• Chaojie Shang, University of North Carolina - Greensboro
  Non-Presenting Author

• Ang Chen, University of North Carolina - Greensboro
  Non-Presenting Author