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European Journal of Physical Education and Sport Science ISSN: 2501 - 1235 ISSN-L: 2501 - 1235 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 12 │ 2017 doi: 10.5281/zenodo.1101210 MAKE A DIFFERENCE IN THE LIVES OF STUDENTS: INVESTIGATION OF INTEREST AND SOCIAL SUPPORT IN PHYSICAL EDUCATION SETTING Joseph O. Otundoi Southeastern Louisiana University, Hammond, LA, USA Abstract: Background: Situational interest is believed to be critical in enhancing physical activity engagement among high school students. Besides, social support is associated with situational interest. The purpose of this study was to examine indicators of situational interest, and the relationship between social support and situational interest. Methods: This study was done with high school students (N = 477) enrolled in physical education classes in Kenya. Data were analyzed using simple correlation, independent t-test, confirmatory factor analysis, and structural equation modeling. Results: Regression results show that the five indicators predicted about 73% of the variance in situational interest. Confirmatory factor analysis support four indicators (optimal challenge, attention demand, exploration intention and enjoyment) of situational interest. There is no relationship between students’ interest and gender. Situational interest is influenced with both teacher and peer support. Personal interest is associated with situational interest. Conclusion: Students’ physical activity motivation is associated with situational interest. Findings partially support previous studies that point to five indicators of situational interest. Establishing learning environment that uphold teacher and peer support might help trigger and maintain situational interest. Students’ past experiences could influence situational interest. Keywords: physical education, high school, interest Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 276 Joseph O. Otundo MAKE A DIFFERENCE IN THE LIVES OF STUDENTS: INVESTIGATION OF INTEREST AND SOCIAL SUPPORT IN PHYSICAL EDUCATION SETTING 1. Introduction Despite evidence suggesting that increasing physical activity (PA) has health benefits, the global trends point to insufficient physical activity (PA) among adolescents (WHO, 2017). United Nations Educational, Scientific, Cultural Organization (UNESCO, 2017) has proposed the provision of quality physical education (PE) as a means of enhancing PA. However, efforts to increase PA engagement are often hampered with disinterest and low levels of interest among high school students. Researchers posit that interest, a positive psychological state that emerges from person-activity interaction (Chen, Darst, & Pangrazi, 2001), is arguably the reason for or against PA engagement. Notwithstanding, scientific findings point to connection between students’ interest and PA engagement (Chen, Darst, & Pangrazi, 1999; Chen et al., 2001; Sun, Chen, Ennis, Martin, & Shen, 2008). Every PE setting is unique and therefore studies examining students’ interest should be interpreted in specific context. While numerous interest-based studies have been done in the USA and Western Europe, research focusing on developing countries remain scanty. Even though it has been hypothesized that there are five indicators of situational interest, findings have often been conflicting. Not all studies agree with Chen et al. (1999) that there are five indicators of situational interest. Also, other researchers have argued that situational interest is influenced with the social context (Deci, 1992) even though research on this suggestion is flimsy. To that effect, this study examined the indicators of situational interest. In addition, it investigated how teacher and peers support impact situational interest in PE setting, and the relationship between situational interest and personal interest. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejep/article/view/1268 European Journal of Physical Education and Sport Science - Volume 3 │ Issue 12 │ 2017 277