Ang Chen

Bio: Ang Chen is an academic researcher from University of North Carolina at Greensboro. The author has contributed to research in topics: Physical education & Curriculum. The author has an hindex of 31, co-authored 89 publications receiving 2851 citations. Previous affiliations of Ang Chen include Iowa State University & Arkansas State University.

A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective

Abstract: This paper is intended to conceptualize motivation research in physical education from an integrated perspective in that the motivation research and its findings are situated in the dynamics of teaching and learning. Major motivation theories and research findings are reviewed, synthesized, and critiqued. The synthesis shows that a dominant number of motivation research studies have been baed on achievement goal theories. An emerging line of research relies on the theoretical framework of interest. In most studies, motivation is conceptualized as individual psychological dispositions rather than a process of learner-content interaction in the context defined by the curriculum. The synthesis also revealed that the Findings are limited because learning achievement was loosely or not at all defined in most investigations. An integrated conceptual framework for future research is proposed to link motivation to specific achievement settings, to the physical education curriculum, and to the socioeconomic enviro...

An examination of situational interest and its sources.

Abstract: Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influence of the dimensional sources on situational interest. It was hypothesised that the dimensional sources function differently to contribute to situational interest and that the influence of a source might be mediated by others. Sample. Two samples of 7th, 8th, and 9th grade students were used in the study. There were 281 students (57% male, 43% female) in the first sample and 191 (47% male, 53% female) in the second. Method. Students in Sample A evaluated situational interest and the dimensional sources in tasks of analysing jogging and gymnastic stunts on video. Those in Sample B evaluated them in tasks of learning basketball. Correlation and regression analyses and path analyses were used to test the theoretical model. Results. Instant Enjoyment determined situational interest. Exploration and Novelty had positive influences on situational interest via enhancing Instant Enjoyment. Challenge showed little influence. The path analyses for both samples confirmed the inter-dimensional mediation effects of the sources. Conclusion. The analysed data support the hypotheses. The dimensional sources had unequal influences on situational interest and the mediation effects among themselves at times strengthened or weakened each other's influences. The findings suggest that to increase situational interest, educators should offer students ample exploratory opportunities during student-task interaction that can lead to instant enjoyment for learning.

An examination of situational interest and its sources in physical education

Abstract: Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influence of the dimensional sources on situational interest. It was hypothesised that the dimensional sources function differently to contribute to situational interest and that the influence of a source might be mediated by others. Sample. Two samples of 7th, 8th, and 9th grade students were used in the study. There were 281 students (57% male, 43% female) in the first sample and 191 (47% male, 53% female) in the second. Method. Students in Sample A evaluated situational interest and the dimensional sources in tasks of analysing jogging and gymnastic stunts on video. Those in Sample B evaluated them in tasks of learning basketball. Correlation and regression analyses and path analyses were used to test the theoretical model. Results. Instant Enjoyment determined situational interest. Exploration and Novelty had positive influences on situational interest via enhancing Instant Enjoyment. Challenge showed little influence. The path analyses for both samples confirmed the inter-dimensional mediation effects of the sources. Conclusion. The analysed data support the hypotheses. The dimensional sources had unequal influences on situational interest and the mediation effects among themselves at times strengthened or weakened each other’s influences. The findings suggest that to increase situational interest, educators should offer students ample exploratory opportunities during student-task interaction that can lead to instant enjoyment for learning.

What constitutes situational interest? Validating a construct in physical education.

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 va...

Situational interest in physical education: a function of learning task design.

Abstract: Situational interest is the appealing effect of unique characteristics students recognize in a learning task during interaction with the task. It occurs when a learning task gives the learner a sense of novelty and challenge, demands high attention and exploration intention, and generates instant enjoyment during the person-task interaction. In this study, a repeated measure research design was used to examine the effects of task design on situational interest and the extent to which the effects were mediated by gender, grade, personal interest, and skill levels. Middle school students (N = 242) evaluated situational interest of four learning tasks with different cognitive and physical demands after having experienced the tasks in their physical education classes. Analyzed data showed that cognitive demand of a learning task played a critical role in generating situational interest. Grade levels, gender, and personal interest mediated the effects of task design on situational interest. But these mediation effects seemed rather limited. Physical skill levels had little influence on the effects of task design on situational interest. The findings seem to suggest that to enhance interestingness of a physical activity task, an option for physical educators may be to increase cognitive demand rather than reduce physical demand.

Using Multivariate Statistics

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Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Schools, Academic Motivation, and Stage-Environment Fit

Abstract: An Ecological View of Schools and Their Impact on Development During Adolescence Level 1: Classrooms Level 1: Summary Level 2: School Buildings Summary of School-Level Effects Level 3: School Districts and Secondary School Transitions Level 4: Schools as Embedded Organizations in the Larger Community Secondary School Reform Efforts Summary and Conclusions Keywords: schools; teachers; achievement; motivation; social contexts