{"title":"Does Content-Focused Intervention Enhance Motivation in Physical Education? A Meta-Analysis.","authors":"Jihyun Song, Chaojie Shang, Ang Chen","doi":"10.1080/00336297.2024.2417790","DOIUrl":"10.1080/00336297.2024.2417790","url":null,"abstract":"<p><p>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 <i>t</i>-tests were conducted to compare effect sizes. The analyses showed that the content-focused learning context was effective in student motivation change (effect size <i>g</i> = 0.88). Within the content-focused learning context, intervention content was significantly more effective in student motivation change than the conventional curriculum (effect size <i>g</i> = 0.36). The findings suggest a possibility that motivation is content-specific and should be part of the curriculum.</p>","PeriodicalId":520529,"journal":{"name":"Quest (Grand Rapids, Mich.)","volume":"77 2","pages":"150-174"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12014180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}