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ERIC Number: EJ1471254
Record Type: Journal
Publication Date: 2025
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-6297
EISSN: EISSN-1543-2750
Available Date: 0000-00-00
Does Content-Focused Intervention Enhance Motivation in Physical Education? A Meta-Analysis
Quest, v77 n2 p150-174 2025
Guided by the content specificity perspective of motivation, the purpose of the study was to identify the extent to which student motivation level is a function of content variations. Motivation intervention studies were reviewed and categorized into content-focused and motivation-only learning contexts for meta-analysis. Original and calculated effect sizes were used to determine the effects of each learning context on student motivation change. Two independent sample t-tests were conducted to compare effect sizes. The analyses showed that the content-focused learning context was effective in student motivation change (effect size g = 0.88). Within the content-focused learning context, intervention content was significantly more effective in student motivation change than the conventional curriculum (effect size g = 0.36). The findings suggest a possibility that motivation is content-specific and should be part of the curriculum.
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
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Authoring Institution: N/A
Grant or Contract Numbers: R25GM129805
Author Affiliations: 1Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA