Browsing by Subject "Enjoyment"
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Item Effect of autonomy on children’s moderate to vigorous physical activity, enjoyment, and competency during high-intensity interval training in physical education(2020-06-22) Burford, Kathryn Gray; Bartholomew, John B.; Jowers, Esbelle MariePURPOSE: Little is known about children’s enjoyment and competency with HIIT during school, and no efforts have been made using Self-Determination Theory (SDT) to make school based, HIIT interventions more accepted by children. The purpose of this study is to describe children’s physical activity levels, enjoyment, and competency of HIIT within a SDT framework (autonomy) in elementary school physical education (PE) classes. The study will further explore children’s enjoyment and competence towards high intensity, low intensity, and strength activities. METHODS: Participants were 402 children from one diverse elementary school (49.4% female, 21.1% Latino or Hispanic, 59.6% white). Student enjoyment and competency were collected from each child following teacher (non-autonomous) and student led (autonomous) conditions. 201 children wore accelerometers to measure moderate-to-vigorous physical activity (MVPA). Enjoyment and competency were assessed for each activity type (high, strength, and low). ANALYSIS: The primary hypotheses were assessed through a series of 2-way ANOVAs; 2 (condition) x 2 (sex) x 4 (grade), with repeated measures on the first factor (condition). A 4 (grade) by 2 (sex) MANCOVA on enjoyment and competence for type of activity (high, strength, low). RESULTS: Children significantly enjoyed (M=4.52, SD=0.87) and felt more competent (M=4.45, SD=0.74) during the autonomous HIIT condition compared to the nonautonomous HIIT condition, (M=4.08, SD=1.09; M=4.36, SD=0.80); percent MPVA was significantly lower in the autonomous condition (M=41.89, SD=12.16) compared to the nonautonomous condition (M=54.77, SD =11.51). Females enjoyed low intensity activity significantly (M=4.56, SD =0.55) more than males (M=4.38, SD =0.69) and males enjoyed high intensity (M=4.17, SD =0.72) and strength activities (M=3.96, SD =1.01) significantly more than females (M=3.95, SD =0.75; M=3.67, SD =1.11). CONCLUSION: Girls across grades tended to enjoy lower intensity activity, while boys enjoyed high intensity and strength activities. In addition, the inclusion of choice to provide a sense of autonomy increased enjoyment of HIIT, which was associated with competence, but lowered physical activity intensity. These data can be used to inform the design of school based, HIIT interventions.Item Museum visitors' self-efficacy and interest in contemporary art(2015-05) Wilson, Lauren Michelle; Schallert, Diane L.; Patall, Erika AContemporary art can pose a particular challenge for museum visitors to interpret, and psychological literature suggests that such challenge to self-efficacy may lower interest (Hong & Lin, 2013; Ryan & Deci, 2000; Schunk & Usher, 2008). This study sought to explore museum visitors’ interpretive strategies, feelings of self-efficacy, and interest. Factors including prior knowledge, interpretation support (e.g., labels), and challenge of artwork were also considered. Results discuss suggestions for museums when displaying works that may be perceived as challenging or unapproachable. Participants included visitors to the Blanton Museum of Art and students at the University of Texas at Austin who were pre-screened for prior knowledge of museums. Sessions occurred during the fall of 2014 and included completing questionnaires while viewing three works in the contemporary galleries. Students also participated in focus groups. Both quantitative and qualitative results confirmed predictions that interpretive self-efficacy and interest are related. Provision of labels did not show significant difference for self-efficacy or interest, but high prior knowledge of art did show increased levels of self-efficacy. A search for meaning and aesthetic observation and preference typically drove participant interpretations; most were highly personal. With low self-efficacy, participants struggled to interpret works and even considered pieces arbitrary. However, they enjoyed being challenged to interpret the work on their own before viewing the label. Participants responded particularly well to the idea of using interactive interpretive devices as a means of building understanding for works to which they may not otherwise be drawn. Overwhelmingly, low-prior-knowledge infrequent visitors wanted clear explanations of the artist's motive for creating the work and wanted the ability to visualize or even mimic the artistic process for creating each piece. Museums striving to increase interest in contemporary art for visitors should prioritize building self-efficacy through supportive interpretive strategies.Item What can entertainment theory say about perceptions of classic versus popular films?(2014-05) Wang, Pei-Ling, active 21st century; Lewis, Robert J. (Assistant professor)The purpose of this study is to examine individuals’ perceptions of classicness in film experiences. To this end, the paper begins by providing general anecdotal and professional definitions of classicness, and by pointing out the limited explication found in previous academic literature in entertainment. I discuss distinctions between enjoyment and appreciation from previous literature in media psychology. Following this, a study is presented by applying a measure of enjoyment and appreciation adapted from Oliver and Bartsch’s scale (2010) to an online questionnaire in order to understand individuals’ film experiences with both popular (high grossing) and classic (high rating) films. Results indicate that perceptions of classicness are highly associated with appreciation, but unrelated to enjoyment. Additionally, results also provide a negative relation between appreciation and the release-year as well as budget. Discussion focuses on the study’s empirical definition of classicness, as well as the study’s extension of previous research examining the relationship between film popularity, budget, and audience perceptions (Grizzard, Lewis, Lee, & Eden, 2011).