Relationships between students’ individual interest, achievement goals, perceived competence and situational interest: A cluster analysis in swimming

Abstract

The purpose of this study was to investigate the relationships between students’ individual interest, achievement goals, perceived competence and situational interest, by using a cluster analysis in swimming. Three hundred and eighty-two secondary school students ( Mage = 14.8, SD = 0.9, 52.4% girls, aged 13–17) enrolled in swimming lessons during physical education classes participated in the study. They responded to validated questionnaires assessing their individual and situational interest, achievement goals and perceived competence in swimming. A cluster analysis was performed to examine students’ profiles in relation to their individual interest in swimming. Then, for each profile identified, correlations and multiple regression analyses were used to examine the relationships between students’ individual interest, achievement goals, perceived competence and situational interest. Four different students’ profiles were identified, which represented a continuum from a ‘Very low individual interest and triggering situational interest’ towards a ‘Well-developed individual interest and actualised situational interest’. Each profile was characterised by specific relationships between individual interest, achievement goals, perceived competence and situational interest. Referring to the model of interest development ( Hidi and Renninger, 2006 ), the four profiles identified were aligned with the four phases that represent the transition from students’ situational interest towards students’ individual interest.

The influencing factors of individual interest in physical education based on decision tree model: A cross-sectional study

“…Numerous studies found a positive correlation between mastery-approach goal and individual interest, but the relationship between performance-approach goals and individual interest is still unclear ( Hulleman et al, 2010 ; Linnenbrink-Garcia et al, 2013 ). Roure et al (2021) found that the positive correlations between both mastery-approach and performance-approach and individual interest, and confirmed the key role played by students’ mastery-approach goal when considering its relationship with students’ individual interest ( Roure and Lentillon-Kaestner, 2021 ). The meta-analysis results show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance ( Huang, 2011 , 2012 ), but not motivation ( Noordzij et al, 2021 ).…”

Predictive factors of students' physical activity in different learning interest phases: A cluster analysis of physical education

“…Thus, interest in these phases should be assessed by indicators of stored knowledge and repeat engagement (Hidi & Renninger, 2006; Renninger, 1998). Roure and Lentillon‐Kaestner (2022) regard knowledge as an important variable and divide students' interest in swimming into four profiles corresponding to the four learning interest phases to examine the relationships among students' individual interest, achievement goals, perceived competence, and situational interest for each profile identified. Sports skills influence individual interest (Lin & Zhu, 2022), while situational interests closely relate to knowledge.…”

“…This study refers to interest theory to assess students' learning interest in PE and divide them into different learning interest phases, then investigate the relationships between the phases and characteristics of students (i.e., perception of sports environment, expectancy value, achievement goals, and sports knowledge and skills). Accordingly, this study conducts a cluster analysis of learning interest in PE to identify different student learning interest phases (Roure & Lentillon‐Kaestner, 2022). It includes the four phases of interest development (TSI, MSI, EII, and WII) from Hidi and Renninger's (2006) model.…”

“…However, the extant research has underexplored the interest variable despite the logic behind the four‐phase model of interest development (Hidi & Renninger, 2006) and its general acceptance in the interest‐based research. Moreover, it has been subjected to limited empirical testing in the educational setting (Rotgans & Schmidt, 2017; Roure & Lentillon‐Kaestner, 2022). Further, no research on PE has regarded interest as a categorical variable and examined the relationship between the characteristics of students in different learning interest phases and the formation of interest in physical activity.…”

“…Further, no research on PE has regarded interest as a categorical variable and examined the relationship between the characteristics of students in different learning interest phases and the formation of interest in physical activity. Accordingly, this study explores students' learning interest in PE using a cluster analysis to allow for the identification of different student profiles (Roure & Lentillon‐Kaestner, 2022).…”