Effects of Cognitive Demand on Situational Interest and Running Task Performances

Autor/inn/en	Zhu, Xihe; Chen, Senlin
Titel	Effects of Cognitive Demand on Situational Interest and Running Task Performances
Quelle	In: Educational Psychology, 37 (2017) 7, S.907-920 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1284308
Schlagwörter	Cognitive Processes; Difficulty Level; Physical Activities; Physical Education; Adolescents; Multivariate Analysis; Correlation; Student Interests; Middle School Students; Grade 7; Performance; Field Studies; Statistical Analysis + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Körpererziehung; Sportunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Multivariate Analyse; Korrelation; Studieninteresse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Achievement; Leistung; Praxisforschung; Statistische Analyse
Abstract	This study examined the effect of cognitive demand on situational interest and performance using running tasks in physical education. Adolescents (N = 179) participated in a field study involving three different levels of cognitive demand. Running performances and situational interest were measured four times with a testing interval of seven days. Results from multivariate analyses of covariance suggested that cognitive demand had a significant effect on situational interest and running performances. Higher cognitive demand led to higher levels of situational interest. Situational interest was weakly or moderately correlated with running performances (\|r\| = 0.17-0.40), yet students reported significantly lower performance when the perceived interest was the highest. These findings suggest the importance of designing instructional tasks with moderate cognitive demand to optimally preserve situational interest and performance in physical education. The findings also help further conceptualise the relations among cognitive demand, situational interest and performance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01