Volleyball Learning Interest Among Adolescent Girls: A Multidimensional Profile of Attention, Enjoyment, Involvement, and Attraction
DOI:
https://doi.org/10.53905/ChildDev.v2i03.16Keywords:
adolescent girls, volleyball learning, learning interest, attention, enjoyment, involvement, attractionAbstract
Introduction: Interest is an important motivational component of physical education (PE), influencing students’ attention, enjoyment, and engagement in learning activities. However, interest in sport-specific learning may not be expressed uniformly across its affective, cognitive, and behavioural components, particularly among adolescent girls.
Purpose of the Study: This study aimed to describe the overall level of volleyball learning interest among Grade VII female students and examine the relative profile of four constituent indicators: feeling/enjoyment, attraction, attention, and involvement.
Materials and Methods: A quantitative, non-experimental descriptive cross-sectional survey was conducted among 57 Grade VII female students at a public junior high school in Pekanbaru, Indonesia. Total population sampling was employed. Data were collected using a 33-item, four-point Likert-type questionnaire comprising feeling/enjoyment (7 items), attraction (8 items), attention (9 items), and involvement (9 items). Descriptive statistics, percentages of maximum ideal scores, frequency distributions, and 95% confidence intervals were calculated. Internal consistency was assessed using Cronbach’s alpha.
Results: Overall volleyball learning interest was classified as strong, with a mean score of 90.86 ± 8.04 out of 132, equivalent to 68.83% of the maximum ideal score. Forty-eight students (84.21%) demonstrated strong or very strong interest. At the indicator level, attention showed the highest score (73.39%), followed by feeling/enjoyment (69.49%), involvement (67.84%), and attraction (64.25%). All four indicators were classified as strong. Attraction also demonstrated the greatest variability (SD = 4.24).
Conclusions: Grade VII female students demonstrated strong volleyball learning interest, but the profile was uneven across its constituent components. Attention and enjoyment were relatively stronger, whereas attraction was comparatively lower and more heterogeneous. These findings highlight the importance of strengthening the transition from classroom-based engagement toward more sustained and self-directed volleyball involvement.
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