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’ pro!les in relation to their individual interest in swimming. Then, for each profile identi!ed, 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’ pro!les 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 pro!les identified were aligned with the four phases that represent the transition from students’ situational interest towards students’ individual interest.