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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Google Scholar; Crossref, CNKI,
etc.
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2018
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Volume 4, No. 3, September 2018
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Willingness to Engage Predicts Physical Activity Participation in Physical Education among Students
Xihe Zhu
1
and Senlin Chen
2
1. Department of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA
2. School of Kinesiology, Louisiana State University, Baton Rouge, LA, USA
Abstract
—Cognitive processes influence students’ engagement and learning. This study examined students’ cognitive processes and their physical activity in physical education (PE). The participants were 211 students enrolled in three middle schools. The Cognitive Processes Questionnaire in Physical Education was used to measure students’ cognitive processes. ActiGraph GT3X accelerometers were fitted on students’ waists during PE classes to gather physical activity data. Students spent relatively short amount of time in MVPA in PE classes (M/SD = 12.79/6.21 minutes). Subsequent regression analysis found that these cognitive process variables collectively accounted for 11% of the variances in MVPA time and 14% in step count, respectively. Willingness to engage (i.e., a cognitive process variable) was the only significant positive predictor for in-class MVPA and step count. The findings suggest that there is a need to create amenable learning environments that foster students’ willingness to participate in PE, and that researchers and practitioners should recognize the impact of students’ willingness to engage on their physical activity participation in class.
Index Terms
—cognitive process, adolescent, step count, middle school, MVPA, motivation
Cite: Xihe Zhu and Senlin Chen, "Willingness to Engage Predicts Physical Activity Participation in Physical Education among Students," International Journal of Learning and Teaching, Vol. 4, No. 3, pp. 209-215, September 2018. doi: 10.18178/ijlt.4.3.209-215
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