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Abstract
Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.
... Therefore, it is important to examine how mathematical understanding and mathematical skills can be improved. Several studies have documented a significant relation between mathematical skills and interest in mathematics (Fisher et al., 2012;Jansen et al., 2016;Schiefele, 1991), and interest may even be powerful enough to compensate for learning disabilities (Fink, 1998). Developing interest in mathematics may support the development of mathematical skills. ...
... To address these aims, we first review the literature to define interest and ahaexperiences. Then, we apply Schiefele's (1991) causal model of interest, learning, and motivation to connect aha-experiences to the learning process before we discuss Hidi and Renninger's four-phase model of interest development to understand how aha-experiences might contribute to interest development. ...
... Interest is a sub-component of the broader concept of motivation and is defined as a psychological state that leads to repeated engagement with an object. Interest consists of a feeling and a value-related component ( Schiefele, 1991). Moreover, interest is often divided into situational and individual interest (e.g., Hidi & Renninger, 2006;Linnenbrink-Garcia et al., 2010;Mitchell, 1993). ...
Interest in mathematics is an important factor that contributes to improved understanding and mathematical skills. Hence, it is crucial to explore factors that contribute to interest development. This study investigated the role of aha-experiences and accompanying metacognitive feelings like positive affect, certainty, and fluency in developing mathematical interest. In this longitudinal study, we examine the role of aha-experiences in a classroom context and their impact on mathematical interest in Middle school students (N=468) aged 13-16. The students completed five questionnaires, including pre- and posttests, over eight weeks. Findings indicate that aha-experiences and their related metacognitive feelings are associated with situational interest, primarily through positive affect. Moreover, there are indications that individual interest moderates the mutual relationship between situational interest and aha-experience frequency. However, no longitudinal effect of aha-experiences or metacognitive feelings on developing individual interest was observed in our sample. The findings contribute to understanding the relationship between mathematical interest, aha-experiences, and metacognitive feelings.
... Tentu saja, tidak diasumsikan bahwa setiap pengalaman belajar yang negatif merugikan minat seseorang. Tetapi, pengalaman belajar berulang tentang materi tertentu yang tidak menyenangkan, bermakna, atau instruktif mungkin memiliki dampak yang cukup besar pada minat seseorang (Schiefele, 1991). ...
... Motivasi belajar memiliki keterkaitan yang erat dengan minat. Minat yang teraktualisasi paling baik digambarkan sebagai motivasi yang kuat (Schiefele, 1991). Motivasi akan mendorong minat belajar siswa dalam pembelajaran. ...
... . Minat belajar dan motivasi belajar diperkuat ketika individu merasa mereka berhasil dalam tugas belajar (Schiefele, 1991). Siswa memiliki minat dan ketertarikan dalam belajar mata pelajaran, dikarenakan adanya motivasi belajar yang baik. ...
Muatan lokal is a lesson that aims to provide students with knowledge, skills, and behavior so that students have a good insight into the state of the environment and the needs of the community based on the values and rules that apply in the region, supporting the sustainability of regional development and national development. In fact, SMA Negeri 2 Makassar students lack interest in learning in local content subjects. The purpose of this study was to determine the relationship between learning motivation and interest in learning Muatan Lokal in class X students at SMA Negeri 2 Makassar. The research method used in this research is quantitative research The respondents of this study amounted to 296 class X students of SMA Negeri 2 Makassar. The sampling technique in this study used Accidental Sampling. The measuring instruments used are learning motivation scale and learning interest scale. This study used a correlation test analysis technique which obtained the results that there was a relationship between learning motivation and interest in learning local content subjects in class X students at SMA Negeri 2 Makassar. The results of this study indicate that there is a significant relationship between learning motivation and interest in learning in students. The correlation value between learning motivation and interest in learning is 0.914. The value is positive with a correlation that is categorized as strong. The conclusion of the study is that there is a positive relationship between learning motivation and interest in learning local content subjects in class X students at SMA Negeri 2 Makassar.
... From a motivational perspective, interest is described as a state of ongoing or recurring engagement with a particular subject or activity [24]. This engagement is not just a fleeting moment of curiosity but rather a sustained involvement that drives individuals to seek further interaction and mastery [25]. For example, in the context of new sports, if a student finds a sport intriguing and enjoyable, they are more likely to continue participating and eventually excel in it. ...
... In educational psychology, interest is viewed as a motivational construct that emerges from the interaction between the individual and the environment [24]. It is often categorized into two types: situational interest, which is temporary and context dependent, and personal interest, which is more enduring and individual specific [25]. Situational interest can be sparked by external factors, such as a compelling presentation or a novel activity, while personal interest is built over time through repeated positive experiences and reinforcement [24,28]. ...
This study explored the determinants of sustained participation in new sports by applying the Theory of Planned Behavior (TPB) and examining the moderating role of social support, as well as the influence of media interest. This present study aimed to contribute to the promotion and effective adoption of new sports by providing valuable data for new-sports educators to teach these activities. A survey was conducted among 313 university students enrolled in new-sports classes across five universities in Korea, utilizing a convenience sampling method. Using SPSS 26.0 and AMOS 26.0, we conducted frequency, correlation, and reliability analyses, followed by confirmatory factor analysis (CFA) to validate the measurement model and structural equation modeling (SEM) to examine the relationships between media interest, attitudes, subjective norms, perceived behavioral control (PBC), and behavioral intentions. The software Jamovi version 2.3.21 was employed to analyze the moderating effects of social support from educators on these relationships. The findings reveal that media interest significantly influenced the attitudes, which, in turn, along with subjective norms and PBC, affected the behavioral intentions. Moreover, the social support from educators moderated the effects of attitudes, subjective norms, and PBC on the behavioral intentions. This study concluded that leveraging media interest and enhancing social support can effectively promote engagement and sustained participation in new sports. These insights can offer practical strategies for stakeholders aiming to increase participation rates in new-sports activities.
... Self-determination theory (Ryan & Deci, 2017) is widely used as an approach to develop learning methods and learning environments that support student's interest and motivation, and thus will facilitate the generation of long-term knowledge and competences (Reeve & Cheon, 2021;Schiefele, 1991). Self-determination theory describes three basic physiological needs, relatedness, competence and autonomy, which must be fulfilled to have positive experiences and general well-being (Ryan & Deci, 2017). ...
... The traditional teacher-determined learning environment can often fail to support the feeling of pupil autonomy (Assor et al., 2002;Reeve & Jang, 2006), and strategies to increase pupil autonomy could thus have a positive effect on learning. In order to have this effect, pupil autonomy must stimulate the pupils' interest and motivation, which is essential in the process of acquiring long-term and profound knowledge through deepprocessing strategies (Mayer et al., 1994;Schiefele, 1991). That pupils participate in and have an influence on their own learning process is one mean to achieve pupil autonomy. ...
... Children's interest in learning makes them more inquisitive and resilient when faced with learning challenges (Tulis & Fulmer, 2013), assists them in acquiring advanced learning skills and knowledge (Schiefele, 1991;Wigfield & Cambria, 2010), and even boosts their future employment prospects (Harackiewicz, Smith, & Priniski, 2016). Research has shown that children develop differentiated interests in elementary school across a variety of disciplines, such as mathematics and reading (Krapp, 2002;Wigfield & Eccles, 2000). ...
... Learning interest is a content-specific motivational construct that signifies a lasting preference for certain subject areas, such as mathematics and reading (Schiefele, 1991). The construct of interest shares conceptual similarities with the constructs of value and enjoyment. ...
The present study aimed to examine the mediating role of parental involvement in the association between parental attitudes toward their own mathematics and reading abilities and children’s learning interests in the Chinese context. Participants included 395 Chinese elementary students whose ages ranged from 6.53 to 12.82 years (mean = 9.68 years) and their caregivers. The results showed that parental attitudes toward their own mathematics and reading not only had a domain-specific effect on parent-reported children’s learning interests in these subjects but also had a cross-domain effect on other subjects. Furthermore, parental home- and school- based involvement mediated the association between parental attitudes toward mathematics and reading and parent-reported children’s learning interests in these subjects. At the domain-specific level, parental home-based involvement, rather than school-based involvement, mediated the relation between parental attitudes and children’s learning interests in mathematics and reading. At the cross-domain level, both home- and school-based involvement mediated the association between parental attitudes toward their own reading and children’s mathematics interests. The findings underline the relevance of parental attitudes toward their own mathematics and reading and parental home- and school-based involvement in the development of Chinese elementary school students’ learning interests.
... Interest in psychology is well reviewed by Schiefele (1991) and can be traced back to Herbart in 1806. It is linked to Dewey in 1913 in modern interest research. ...
... Fortunately, it was revitalised by Schiefele in 1974 after the realisation that the concept of achievement motivation was solely oriented on outcomes and performance, ignoring that students enjoy learning because they appreciate engaging in certain disciplines. Researchers Renninger, Hidi, and Krapp from the 1980s are credited with the most recent study on interest (Schiefele, 1991). Interest research can help answer concerns about why people participate in or withdraw from various topics, themes, or circumstances (Laine, 2019). ...
The study investigated interest levels and differences in mathematics among O-level students in Wakiso District. Since interest is a psychological state, people can be unaware of it, making it simple for educators to presume that it is or is not present. In the current study, mathematics interest levels among Senior Three pupils in the Wakiso district were evaluated, and narratives from the students and teachers revealed the causes of the low interest. Three hundred and thirty-two students were used for the quantitative data; six students from each school took part in focus group discussions, and one O-level mathematics teacher from each school took part as key informants for the qualitative data. Quantitative results revealed that; students had high interest in mathematics (84%), had more situational (M = 37.00, SD = 8.10) than individual interest (M = 30.67, SD = 5.82). There were significant gender differences in overall interest Males (M = 73.61, SD = 13.22) than females (M = 69.93, SD = 13.60) individual interest Males (M = 31.32, SD = 5.76) than females (M = 30.03, SD = 5.83), and situational interest males (M = 38.19, SD = 7.81) than females (M = 35.83, SD = 8.21), p < .05. in mathematics, but not in other demographics. Qualitative findings, however, revealed low interest in mathematics, pointing out various reasons for their low interest (mathematics being tough, complex, boring, full of calculations, unrelated to ral life, intended for the intelligent, previous poor performance). According to the study's findings, the challenge of low interest should not be left to students only, but all stakeholders in education should take part in developing and maintaining students' interest in mathematics. There are still gender differences in mathematics interests, which impacts females' interest in the subject
... When considering the positive pre-conditions for learning, interest is an obvious one. In his article on the role of interest in learning, Schiefele (1991) points out that from the writings of Dewey and James in the beginning of the 20 th century onwards, the role of interest as an enhancer for learning has been indisputable. Pekrun et al. (2018) mention interest as a consequence of primary emotions, such as surprise. ...
... 70). Situational interest is awakened by an external factor that captures the attention, whereas personal interest is more internal and connected to a person's values and knowledge structure (Schiefele, 1991). Hidi and Renninger (2006) propose a four-phase model of interest development, as they state that aroused (caught) and maintained (held) situational interest first develops into emerging personal interest, and then into well-developed personal interest. ...
Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used to collect primary school students’ first-hand accounts of their emotions in learning situations. Through an experience sampling method (ESM), 22 Finnish sixth-grade students (12–13 years old) took part in IVB nine times during this study. The verbal expressions of students were analyzed to investigate students’ emotional experiences throughout the teaching sequence. The IVB method offered direct insight into how all students experienced teaching sequences. Compared to teacher observations, IVB offers a more diverse view into students’ experiences. This information can be employed when educating future teachers, and developing instructional methods. Further, offering students the opportunity to express themselves is the first step in supporting their participation.
... Interest in a certain topic is regarded as a central driver of motivation to learn about the topic (Deci & Ryan, 2000). Consequently, including SDs in a learning environment might boost the motivation of the learners to mentally engage intensively and extensively in the lesson and thereby help to reach the learning goals (Deci & Ryan, 2000;Hidi & Baird, 1988;Hidi & Renninger, 2006;Lenzner et al., 2013;Schiefele, 1991). ...
Background: The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students' motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.
Aims: We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.
Sample and method: Two experimental studies (N = 120; N = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation as one type of extrinsic motivation-was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory. Results: Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.
Conclusions: The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.
... Situational interest is somewhat controlled by teachers and is influenced by how intriguing the content and context are [15]. According to studies, interest is a crucial prerequisite for intrinsic motivation [11] [16]. Activities that people engage in organically and spontaneously when they pursue their inner passions are known as intrinsically motivated activities. ...
Utilizing the metacognitive learning cycle model, this study investigated the level of physics interest among senior secondary school students. Two research questions and two null hypotheses were employed in the investigation. The study design was quasi-experimental. The study population comprised 924 senior secondary pupils in the Izzi Local Government Area of Ebonyi State. For the study, 65 students were chosen using simple random sampling procedures. Data was gathered using the Physics Interest Inventory (PII), which was verified by measurement and evaluation experts as well as physics experts. Utilizing the Cronbach alpha approach, which produced a 0.73 result, the instrument's trustworthiness was established. There were two groups in the study, the Control group and the Treatment group. The study questions were answered using the mean, and the hypotheses were assessed using the analysis of covariance. The study's conclusions showed that compared to traditional classroom settings, students' interest levels were higher while utilizing the metacognitive learning cycle model. The study suggests that rather than depending solely on traditional ways of capturing students' interest, teachers should redesign their lesson plans to incorporate a variety of metacognitive learning cycle activities.
... It is considered a "prototypical intrinsic motivational construct" (Harackiewicz & Knogler, 2017, p. 335) that is closely related to a feeling of enjoyment (Jung et al., 2024). In educational contexts, interest is assumed to be speci c to a particular subject matter (Schiefele, 1991). Interest can be theoretically and empirically categorized into individual (or personal) interest and situational interest (Mitchell, 1993;Schraw & Lehman, 2001). ...
Previous research has shown that students’ interest typically declines across secondary school, likely resulting from a mismatch between their needs and the school environment. Technology-enhanced adaptive teaching may allow teachers to better tailor their instruction to students’ needs, including students’ interests; thus, this approach may be promising in this regard. The objective of this study was to gain insight into the associations between equipping students and their teachers with tablet computers (1:1 technology), student-perceived adaptive teaching, and students' situational interest. We used questionnaire data (i.e., from two measurement points: t 0 = baseline; t 1 = 4 months later) from the longitudinal project tabletBW meets science from 2,601 students (Grade 7, Gymnasium, Germany) attending 28 schools. Fourteen schools were randomly chosen to be given 1:1 technology (i.e., tablet computers for teachers and students; intervention condition). The other 14 randomly chosen schools were not given such equipment (control condition). We assessed how students' situational interest in mathematics was associated with the use of tablet computers (intervention vs. control) and student-perceived adaptive teaching. Results from multilevel models showed that the 1:1 technology had a statistically significant effect on students' situational interest, partly mediated by student-perceived adaptive teaching. Moreover, knowing that students' interest in math declines in adolescence, our results indicate that equipping classrooms with technology might offer a promising way to implement more adaptive lessons that have the potential to provide the appropriate degree of challenge to students and thus spark their interest in mathematics.
... Interest can be defined as a relatively long-term orientation an individual has toward an object or an area of knowledge (Schiefele, 1991). It is often thought to involve a motivational component that promotes behaviors that satisfy their interests (Ryan & Deci, 2000). ...
... In assessment situations, teachers' individual interest or self-efficacy might influence their performance (Heitzmann et al., 2019). Individual interest is commonly defined as the relatively stable orientation of an individual toward a type of object or activity (Schiefele, 1991). Self-efficacy refers to individuals' beliefs about their ability to perform a task successfully (Bandura, 1977). ...
Background: Teachers need assessment competencies. That is, they need to assess students' learning outcomes accurately. Intervention studies that aimed at fostering (pre-service) teachers' assessment competencies during the assessment process show only limited effects on assessment accuracy. Adapting support measures to individual assessment processes has the potential to increase the effects. However, developing adaptive support requires a concise understanding of how assessment processes are related to individual learners' dispositions (e. g., knowledge, interest) on the one hand and the accuracy of their assessments on the other. Aims: We aimed to characterize the relationships between pre-service teachers' dispositions, assessment process, and assessment accuracy to establish a basis for adaptive support during the assessment process. Sample: We analysed 65 mathematics pre-service teachers' assessment processes in a digital simulation of a task-based assessment situation. Methods: Pre-service teachers' assessment processes were measured by recording their log data in a digital simulation. Patterns of process indicators were interpreted as modes of cognitive engagement. Process indicators included participants' selections of mathematical tasks and their interpretations of simulated students' task solutions. Results: We found pronounced individual differences in pre-service teachers' assessment processes, reflecting a passive, active, or constructive mode of engagement. Engagement modes were related to participants' individual interest in student assessment. Moreover, engagement modes predicted differences in assessment accuracy above and beyond cognitive dispositions. Conclusions: Log data from a digital simulation help unravel the link between teachers' dispositions and accuracy in assessment situations. The results provide a basis for developing adaptive support for pre-service mathematics teachers' assessment competencies.
... Imagine someone who frequently reads books and magazines about astronomy, buys equipment for stargazing, and even joins a club of amateur astronomers. Given a repeated and sustained engagement with a particular domain (i.e., astronomy) and without any external factors playing a significant role (such as exams, competition with others, or the need to impress someone), this would be considered an example of individual interest or topic interest-a relatively stable affective-evaluative orientation of an individual toward a particular subject area similar to a trait (Renninger & Hidi, 2016;Schiefele, 1991). 1 This article uses the term topic interest to refer to person-level differences in interest. ...
Educational research has emphasized a robust link between interest and attention across various learning activities. According to a widely recognized hypothesis, interest plays an important role in directing learners’ focus of attention to a learning activity rather than to task-unrelated activities such as mind wandering. However, the currently available evidence leaves room for alternative possibilities. In particular, mind wandering itself could influence interest, or both interest and mind wandering could mutually influence each other during learning. We report on a study that addresses this ambiguity and examines the links between the two constructs, taking into account both situation-level and person-level differences. Participants first rated their topic interest after being given a brief preview of a text on that topic. They subsequently read the entire text, intermittently rating situational interest and reporting instances of mind wandering. We found a significant association of situational interest at one point during reading with subsequent instances of mind wandering, and a significant association of mind wandering at one point during reading with subsequent situational interest, suggesting a reciprocal relation between the two constructs. In addition, differences in topic interest appeared to influence overall levels of situational interest during reading, whereas person-level differences in mind wandering appeared to influence mind wandering rates during reading. Finally, we also analyzed contributions of topic interest and situational interest during reading to post-reading situational interest and found a remarkable consistency between the variables. The results are discussed in relation to theories emphasizing a close relationship between interest and attention.
... Interest in a course is a fundamental aspect of student engagement and academic achievement. It is often defined as a psychological state of engagement or the degree of attention that students pay to a particular course or subject (Schiefele, 1991). ...
The study aimed to explore the key factors influencing the academic achievement of nursing students. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of school values, teaching and learning, interest in courses, and learning engagement on students' academic achievement. The study aims to assess the current levels of these variables, design and implement Intervention Design Implementations (IDIs) to enhance them, and determine any changes in these variables before and after the implementation of IDIs. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. With a sample size of 378, the target population was nursing students from higher vocational education in Shanghai, with a sample size of 378 students. Preliminary findings revealed that the school's values, teaching, and learning, interest in courses, and learning engagement were generally low. A multiple regression analysis showed that school value (p<0.05), teaching and learning (p<0.05), interest in a course (p<0.05), and learning engagement (p<0.05) significantly predicted academic achievement. Experts developed and validated a theoretical model based on the findings, laying the groundwork for future interventions aimed at enhancing nursing students' self-regulated learning capability. The study aimed to explore the key factors influencing nursing students' academic achievement in higher vocational education in Shanghai, China.
... Participants' comments on the game's purpose as a 'good' tool refer to its suitability in teaching occupational medicine, but they do not conclusively allow judging raised interest. However, interest and learning were found to be positively related in past work [42]. ...
Occupational medicine is a vital field for workplace safety and health but often encounters challenges in engaging students and effectively communicating subtle yet critical workplace hazards. To tackle these issues, we developed HistoLab VR, a Virtual Reality (VR) game that immerses participants in a histology lab environment based on real-world practice. Our comprehensive user study with 17 students and experts assessed the game’s impact on hazard awareness, interest in occupational medicine, and user experience through quantitative and qualitative measures. Our findings show that HistoLab VR not just immersed participants in a relatable histology lab worker experience but that it effectively raised awareness about subtle hazards and conveyed the inherent stress of the job. We discuss our results and highlight the potential of VR as a valuable educational tool for occupational medicine training.
... Students who show more interest in a topic and are more attentive become more engaged (Hidi et al., 2004). Interest in a subject leads to enhanced data processing, understanding, and improved problem-solving (Nieswandt, 2007;Schiefele, 1991). A strong interest constitutes a personal desire to engage and re-engage with content and leads to the discovery of knowledge and has value to the student (Ainley & Ainley, 2011). ...
The purpose of this research was to explore how and in what ways students perceived the integration of student response technology, case studies, and discussions in a largely populated undergraduate course in management of human services at a large midwestern university affected their motivation, interest, and feedback. Qualitative data collection consisted of written artifacts (n = 56) and one-on-one interviews (n = 8). The qualitative findings showed that student response technology increased motivation and influenced learning with enjoyment, interest, and inclusion; and instructional feedback was perceived as immediate, constructive, and from various sources. In addition, a discussion, implications, and limitations are presented.
... Interest's developmental nature means that individuals invariably differ in their phase of interest development (Hidi & Renninger, 2006) and as a result engage (e.g. strategies use, persistence, goals set) with learning differently (Alexander, 2003;Harackiewicz et al., 2008;Schiefele, 1991). Another critical developmental factor that moderates how individuals interface with learning is their prior knowledge (Alexander, 2003;Salmerón et al., 2006;Taub et al., 2014). ...
How do task experiences support proximal and longer‐term desires to reengage? Central to this question is the interplay between perceptions of task difficulty and the situational interest. This interplay is increasingly researched but not yet well understood. Micro‐analytic, latent studies are important tools for replicating past findings and extending our understanding in this area. This study aimed to extend our understanding of the interplay between readiness (prior knowledge and individual interest), a sequence of mathematics task experiences (situational interest and perceived difficulty) and reengagement beyond the set of tasks (i.e. optional follow‐up engagement). Participants (ages 20–49; n = 301) completed a series of maths tasks online, self‐reporting their task experiences after each task. Participants were offered an optional opportunity to follow‐up with the task content as a measure of their continued interest. Both readiness components assessed were important predictors of future situational interest (positive) and perceptions of task difficulty (negative). Persistent interconnections between the task experience components across time supported past evidence regarding the important role of situational interest and the challenges of perceived difficulty for sustained engagement. Modelling indicated that task success (β = 0.36), situational interest (β = 0.16) and perceptions of task difficulty (β = 0.21) can converge on choices to reengage with an object going forward.
... In Andreas Krapp's article "Interest, learning, and development", using the method of correlation research, this paper analyzes the relationship between interest and test scores, and proves that the relationship between middle school students' learning interest and test scores is very close [8]. Test scores and interest in learning are a pair of interdependent factors. ...
Students' interest in learning and academic performance is not only an important aspect to measure the quality of students, but also the focus of attention in education and teaching. Interest is of great significance to the development of people's learning activities and other aspects. it is one of the driving forces to stimulate students' learning motivation and promote students' learning and development. Therefore, it is of great significance to explore the influence of middle school students' learning interest on academic performance. this paper will analyze the influencing factors of middle school students' learning interest, such as learning environment and learning content, at the same time, it studies the relationship between middle school students' learning interest and academic performance: the relationship between learning interest and classroom performance, learning achievement and students' personal development. On this basis, this paper discusses the influence of learning interest on academic performance, and puts forward some strategies to improve middle school students' learning interest.
... (Schiefele, 1991) . ...
the purpose of this research was to investigate student teachers' perceptions of geography to identify weak points and correct them. Methods: For this purpose, the phenomenological approach has been used in the form of a narrative-research method. The statistical sample of this research consisted of 148 people out of 252 male student teachers in the field of elementary education entering 2022-2023 at the Bahonar Department of Isfahan, who were selected according to Morgan's table and using random methods. They were asked to answer the sentence "Geography like. .... is, because......", to complete. Findings: From the statements obtained, 125 similes were extracted and coded by MAXQDA2018 software and in 3 themes. The main point of view towards the science of geography includes a positive attitude (56.8 percent and with important and necessary sub-themes, a source of information and guidance, beautiful and enjoyable, a practical and useful tool and tool, and a useful person and professional), a vague attitude (at the rate of 24% and with the sub-themes of a vast, diverse and confusing phenomenon and similar to other sciences) and negative view (at the rate of 19.2% and with the sub-themes of useless, non-applicable, bulky, bitter, hard and scary and escape) have been categorized. Conclusion: Considering these results, it is suggested that the professors of Farhangian University resolve the ambiguity about the nature of this science and change the way of teaching and evaluating it.
... Theorists have elaborated the concept of intrinsic motivation into attitudes toward reading and interest in reading. Attitudes toward reading are generalized feelings toward reading itself (Alexander & Filler, 1976), and interest in reading can be further distinguished as stable interest in reading as an activity or interest in a particular book (Schiefele, 1991). ...
Sixty-nine grade 2 boys participated in a study of the effects of book genre and sex of reading model on boys’ (a) view of reading as feminine, (b) intrinsic motivation toward reading, (c) interest in reading, and (d) attitude to reading. Differential effects occurred in boys based on whether they liked or disliked reading and whether they viewed reading as a feminine activity. Findings are examined in the context of gender schema theory as a way of explaining why boy-friendly books are important to some boys’ reading development and not to that of others.
... Motivation is a complex term encompassing distinct and related constructs from multiple theoretical traditions (Conradi et al., 2014;Murphy et al., 2019;Richardson et al., 2020). One motivational factor that can influence student learning and persistence across STEM is interest (Schiefele, 1991;Wang, 2013), a term that has been applied in many contexts in biology education research (Rowland et al., 2019). Development of interest as motivation for learning can be serendipitous (e.g., trigged by an unplanned event), promoted by other people (e.g., in response to external demands as imposed by course structure), or self-generated by students (e.g., internally recognizing connections among different concepts; Renninger and Hidi, 2022). ...
We investigated undergraduate student approaches to problem solving in biology and identified five aspects, including knowledge, strategy, intention, metacognition, and mindset, that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects.
... Additionally, interest in the topic and personal identity were included as control variables, consistent across all three studies. Interest in the topic (the extent of participants' level of interest in the subject matter of the tour) was measured with four items adopted from Schiefele (1991): "I am interested in the topic of this tour," "I often seek out information on this topic," "This topic is relevant to my hobbies/interests," and "I am excited to learn more about this topic." Personal identity (the extent to which individuals perceive themselves) was measured with four items adopted from Giebelhausen et al. (2017): "Helpful," "Sympathetic," "Warm," and "Compassionate." ...
... Whereas on academic performance Schiefele, (2009) strongly suggests that male students' performance accords their interest level more than is the case for female students". In particular, female students' academic performance is less associated with their interests than male students' academic performance" (Schiefele, 2009). ...
... Interest is "a content-specific motivational characteristic composed of intrinsic feelingrelated and value-related valences" Schiefele (1991, p. 1). Individual interest is conceived of as a relatively enduring preference for certain topics, subject areas, or activities, whereas situational interest is an emotional state brought about by situational stimuli (Schiefele, 1991). Interest plays an important role in motivating learning and exploration. ...
Many studies done in the last three decades show that, beginning with adolescence and sometimes even earlier, many adolescents undergo a process of distancing themselves from science as they age. This longitudinal study attempts to deepen our knowledge and understanding of factors that play a role in early adolescents’ science identity development. For 3 years, we followed nine early adolescents at school, at home, and at their after-school activities, interviewing them 162 times. A thematic analysis of the interviews led to the identification of 32 themes. When comparing these themes across different participants, we identified three motifs that distinguished between the participants. Our findings suggest that (A) having a clear area of interest, not necessarily in science, positively affected the participants’ self-efficacy in science and self-assessment of their ability in science studies; (B) being or not being the eldest child in a family with multiple siblings played a role in the participants’ identity development in relation to science; and (C) the participants who were wholly dependent on their grades as an indication of their ability in science rejected the possibility of a future in science and studied science out of compliance rather than out of any internal motive. The implications of our findings are discussed and offer insights into ways that may nurture the positive science identity development of early adolescents.
... In the case of the pre-test, there was no significant difference between the experimental and control groups. Intrinsic motivation 5 An internal force that motivates students to participate in learning activities because they are interested in learning and enjoy the learning process (Schiefele, 1991). ...
This research focuses on BioScientist, a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through BioScientist and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to BioScientist. A total of 257 eighth graders participated in the research (Nexp. = 132, Ncontrol = 125). Students in the experimental group used BioScientist at home and in the classroom. The teachers in the control group did not change their teaching practices. Students’ inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate BioScientist. The results indicated BioScientist digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen’s d = 0.46). However, biology learning motivation was not developed. Student feedback on the BioScientist game and its use for learning is favourable. Based on the teachers’ responses, BioScientist can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum.
... Interest value closely aligns with individual interest from interest theory (Hidi & Renninger, 2006;Krapp, 2002;Renninger & Hidi, 2011;Wigfield & Cambria, 2010), which Schiefele (1991Schiefele ( , 1996 divided into feeling-related (enjoyment) and value-related (personal significance) components. Building upon this perspective, we distinguish between the feelings-related aspect (i.e., enjoyment, subjective interest) and the importance-related element of task value (i.e., attainment and utility values; for a similar approach, see Durik et al., 2006;Watt et al., 2012). ...
In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students’ beliefs, values, and attitudes compared to students’ reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.
... In reading strategy instruction, tasks using cooperative formats offer opportunities for learners to model and assess the usefulness of comprehension strategies as they read [19,20]. Students who are given the opportunity to select their own reading material are more inspired and expend more effort in learning the material [21]. Some articles have concluded that "the ever-growing evidence base for reading comprehension strategy instruction and cooperative learning appears promising" [22]. ...
Research is a core activity in the education process and one of the most central assessment tools in grading systems. Sound research demands effective search tools for the collection of required data and the cultivation of output. Although a large amount of research is received from students through a variety of activities during undergraduate education, most lacks precise data and creativity. In a course entitled General Engineering Design, two activities reflecting research value were assigned to students and added to the grading assessment scheme. These activities were also part of an experiment applied to engineering students that explored differences in the performed research. In the first activity, students were requested to give presentations after being provided with a topic and without any additional conditions. In the second, the students were asked to conduct flipped classroom activities on a topic but with a condition: they must read certain selections from their textbook. Grades were collected and analyzed to determine the variances in performance quality. It was clear that reading cultivated the research output shown in the deliverables, highlighting the importance of the neglected practice of reading that is lacking in most of the activities undertaken by the current undergraduate generation.
... Studies have shown that students with high learning motivation are more active in learning, more willing to explore new knowledge, and brave to face various difficulties and challenges in the learning process [5]. Students with high learning motivation are more satisfied, confident, and exploring in learning, and have a good experience in the learning process [6]. ...
This study aims to introduce design thinking intervention into vocational education classes to improve students’ learning motivation. Through the literature research on design thinking and learning motivation, researchers choose to implement design thinking intervention in vocational college students’ career planning courses. To test the results of the intervention, the paired sample t-test was used to demonstrate whether there were statistically significant differences for the quasi-experiment group before and after design thinking intervention in learning motivation. The results show that design thinking plays a positive role in improving students’ learning motivation in vocational college.
... Previous studies have identified the connection between student motivation and their inherent interest in the topic matter [14,15]. Unfortunately, time constraints within the traditional semester schedule make it impossible to cover every topic the students are interested in learning. ...
... Situational interest is specific to an immediate response(s) and is triggered directly via an immediate pedagogical feature [25][26][27][28]. In contrast, maintained interest is sustained and long-term interest within the individual across pedagogical settings [29][30][31][32], and is consequently a more effective indicator for predicting longer-term engineering student retention. We recognize that others use labels such as "individual interest" rather than "maintained interest" in reference to the same construct, or "triggered interest" rather than "situational interest" to refer to interest immediately generated or triggered by a specific experience. ...
... Annuity income estimates are publicly available and can be looked up by students. This is real world data, part of personal finance, which students usually find engaging and useful [4]. Annuities can be used to demonstrate concepts such as uniform cash flow, equivalence, present worth, annual worth, and rate of return. ...
... ا دلا دااالدمهضه لدمه ا دا لضظ ا Wille, et al, 2010;Quaresima, 2021;McKay, Tokar, 2012; (Ulrich, 2011;Lyn, et al, 2011;Quaresima, 2021;Yao-Ting, et al, 2016;Brandt, 2019; (Schneider,& Cook, 2015) ا ا (Furnham, 2018;Munteanu, 2008;McLain& Armani,2015) نن Ault, 1983;McKinney, 1986;Rasheed-Karim, 2020;Gregory, 1989 ...
... The definition of interest is a preference, a sense of interest (Slameto, 2010), attention (Lin & Huang, 2016), focus, persistence, effort, knowledge, skill (Ainley, et al., 2002), motivation (Krapp, 2002), behavior regulator (Wang & Adesope, 2016), and the Journal of Social Work and Science Education Volume 4 (3) (Special Issue) 23-24 June 2023, 271-276 2 nd International Conference on Education Universitas PGRI Palembang (INCoEPP 2023) E-ISSN 2723-6919, P-ISSN 2746-0827 272 result of a person's interaction or individuals with specific content or activities (Schiefele, 2001). Interest has a positive influence on academic learning, knowledge domains and certain fields of study for individuals (Hidi, 2006). ...
The purpose of this study was to determine students’ interest in learning physical education in shooting soccer material through games. This research was conducted on fifth grade students at SD Negeri 162 Palembang. Data collection techniques were carried out by means of observation, documentation studies, interviews, and tests. Data analysis techniques were carried out qualitatively and quantitatively. Based on the results of the development it can be concluded: (1) it can be reversion corner teachers; (2) learning has several types of games shooting; (3) this learning will increase children’s interest in taking corner lessons; (4) contribution to the science of education, especially in the field of sports; and (5) make learning more creative and interesting.
... In addition to the level of achievement of learning outcomes higher-order thinking skills and optimal student retention, the learning process is said to be well implemented if it is also able to motivate students to actively participate in learning (Syaparuddin et al., 2020). With learning motivation, students will be more interested in engaging in the learning process (Hanrahan, 1998;Schiefele, 1991;Boekaerts, 2002). A student with high learning motivation tends to achieve learning success (Harris, 1991;Su & Cheng, 2015). ...
M-Learning-E-Book is an innovative learning model that is relevant to the demands of the twenty-first-century scheme. Studies on M-Learning-E-Book are still not widely conducted by Indonesian researchers and the study is still limited to the effect of this model on student learning outcomes. Therefore, this study aims to examine the effect of M-Learning-E-Book implementation on higher-order thinking skills, retention, and learning motivation. This research used quasi quasi-experimental method through pretest-posttest nonequivalent control group design. The research subjects were students of SMP Negeri Ngunut 1, 2023 academic year, totaling 87 experimental classes and 76 control classes in PAI lessons. In the control class, students followed learning in the form of expository and class discussions, while in the experimental class, students followed learning through E-book-based M-learning. In the experimental class, students met face-to-face for 4 times of online learning equivalent to 4 meetings. The research was conducted when the research subjects in both classes received the topic aspects of islamic history and culture. The instruments used to collect data were higher-order thinking skills test sheets, retention of learning outcomes, and motivation questionnaires. The data obtained were then analyzed using one-way MANOVA analysis with a significance level of 5%. The results showed that the application of M-Learning-E-Book had a significant effect on the achievement of higher-order thinking skills, retention, and learning motivation. The results of this study indicate that M-Learning-E-Book is one of the learning alternatives that are by the demands of the twenty-first century. Keywords: Higher Level Thinking Skills, Higher-Order Thinking Skills, Motivation
... Also, Interviewee 6, who rated WTC higher on a situation relating to a more complicated topic like being a tour guide for a foreigner, stated "I'd be more willing to speak with a foreigner when offering help to be his tour guide for free because I think it's challenging." This could be interpreted as WTC according to the topic of interest since interest consists of both intrinsic emotions and value-related factors (Schiefele, 1991), which can enhance intrinsic motivation (Deci & Ryan, 1985). ...
Background: Although previous studies have reported WTC variables in the EFL context, limited studies have investigated learners’ perceptions of WTC outside the classroom. In addition, insights into learners’ perceptions from qualitative data have rarely been presented in this study area. Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions. Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data. Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors. Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.
... Intrinsic task value is interest in a task or assessment for its own sake. Theories of interest typically discuss two different kinds: situational and individual (Hidi & Harackiewicz, 2000;Hidi & Renninger, 2006;Krapp, 1999;Schiefele, 1991). Situational interest is hypothesized to be a momentary experience that is driven by environmental factors (e.g., a loud noise) and correlated with both cognitive (e.g., attention) and affective (e.g., surprise) factors (Hidi & Harackiewicz, 2000, EL: 2). ...
We apply a motivational perspective to understand the implications of physicians’ longitudinal assessment. We review the literature on situated expectancy-value theory, achievement goals, mindsets, anxiety, and stereotype threat in relation to testing and assessment. This review suggests several motivational benefits of testing as well as some potential challenges and costs posed by high-stakes, standardized tests. Many of the motivational benefits for testing can be understood from the equation of having the perceived benefits of the test outweigh the perceived costs of preparing for and taking the assessment. Attention to instructional framing, test purposes and values, and longitudinal assessment frameworks provide vehicles to further enhance motivational benefits and reduce potential costs of assessment.
... Mempelajari matematika adalah penting karena dalam kehidupan sehari-hari, Aplikasi matematika bukan itu saja matematika juga mampu mengembangkan kesadaran tentang nilai-nilai yang secara esensial (Ma, 2010). Minat belajar matematika yang dimaksud adalah minat peserta didik terhadap pelajaran matematika yang ditandai oleh perhatian peserta didik pada pelajaran matematika, kesukaaan peserta didik terhadap pelajaran matematika, keinginan peserta didik untuk tahu lebih banyak mengenai matematika, tugas-tugas yang diselesaikan oleh peserta didik, motivasi peserta didik mempelajari matematika, kebutuhan peserta didik terhadap pelajaran matematika dan ketekunan peserta didik dalam mempelajari matematika (Udjaja dkk, 2018 (Ainley & Hidi, 2014;Schiefele, 1991;Wade, 2001). Timbulnya minat belajar disebabkan berbagai hal, antara lain karena keinginan yang kuat untuk memperoleh pekerjaan yang baik serta ingin hidup senang dan bahagia (Gulo & Sulandari, 2016;Siagian, 2015). ...
In 21st century learning there are 4 skills that need to be developed, namely critical thinking, creativity, collaboration, and communication skills which are called 4C. Collaboration skills are one of the 21st century skills that are important to be instilled in students since they were still in low grade elementary school. This study aims to determine the effect of applying the project based learning model on the collaboration skills of students in mathematics class 2 SD Muhammadiyah 3 Assalaam. This research is a descriptive study with a qualitative approach using semi-structured interviews, observation sheets and documentation. The research subjects were students of class 2 SD Muhammadiyah 3 Assalaam. The results showed that most of the 2nd grade students had a high interest in participating in mathematics learning activities using the project based learning model. The majority of students agreed or strongly agreed that they enjoyed learning mathematics by using a project-based learning model and understood more about abstract mathematical material because one of the factors was being able to discuss with friends in a group so that it could be concluded that the application of the project model based learning improves the collaboration skills of students.
... According to the papers by Weber [17] and Schiefele [18], interest in the topics that are being presented increases the levels of engagement that the students have in the materials and this by nature increases the level of learning that occurs for the students. The theoretical reason that this might lead to an increase in the level of engagement by the students might be similar in nature to the reason that any novel learning device -whether mnemonic, game, or other new intervention, increases the learner's engagement [19]. ...
Background: Some studies suggested that teaching anatomy with a virtual reality simulator would greatly enhance medical education. The purpose of this work is to analyze the available literature to determine the effectiveness of virtual reality as a learning tool for anatomy teaching in medical schools. Materials and Methods: This literature review was completed in accordance with preferred reporting items for systematic reviews and meta-analyses guidelines on September 07, 2022. The three databases that were utilized were Google Scholar, Cochrane, and PubMed. After performing the search utilizing the listed guidelines, two independent researchers shared and debated their individual lists, ultimately combining them and applying further exclusion criteria. This resulted in two remaining articles which addressed the research question. Results: One of the most notable findings in both articles is that students who utilized virtual reality in their anatomy learning demonstrated improvement in their understanding of structure locations and spatial relationships. In addition, students ability to read and understand diagnostic imaging markedly improved for images presented both on examinations and in face-to-face settings following virtual reality-based learning interventions. Virtual reality technology also increased interest in anatomy when utilized in the anatomy classroom, though this interest was limited to the anatomic region(s) in which the virtual reality sessions focused. Discussion/Limitations: Due to the scarcity of topically relevant results, this particular systematic review is unable to express anything beyond potential promise in the use of virtual reality-based interventions in the medical school anatomy classroom. As virtual reality technologies have been shown to potentially add benefit in these applications, there is reason to believe that new literature will become available in the near future. Conclusion: This particular review analyzed the available literature from the last 4.5 years on virtual reality learning in the medical school anatomy classroom. The authorial team found that very little has been written on the topic and that further research should be performed to determine the level of effect that this has on student learning other than that virtual reality increases student interests in the topics and specific anatomical regions of study.
Internet and information technology can be used for English learning process since they provide a chance to improve students’ ability in English. One of the activities which can be used as a technique in learning speaking skill is digital vlogging. The objectives of this research are to know how great can the use of digital vlogging enhance students’ interest to the review text speaking skill of the twelfth graders of SMAK Pendowo Magelang in the school year 2018/2019 and to know how great is the enhancement of review text speaking skill of the twelfth graders of SMAK Pendowo Magelang in the school year 2018/2019 by using digital vlogging. This study is a classroom action research. It was conducted in SMAK Pendowo Magelang. The subjects of the research were the XII IPA students of SMAK Pendowo Magelang in the school year 2018/2019. The types of the data are quantitative and qualitative data. The quantitative data were obtained from tests and they were in the form of students’ scores. Meanwhile, the qualitative data were collected through observation, questionnaire, and documentation. Digital vlogging brings great enhancement to the students’ interest and the enhancement of review text speaking skill is great. It can be inferred that all implemented actions are successful to enhance the students’ interest and students’ speaking skill of review text. Digital vlogging also makes everyone consider that learning is fun and it increases students’ confidence in speaking English.
This study aims to identify the determinants of employee career goals. By utilising social cognitive career theory, self-regulatory focus theory, and perceived organisational support theory, constructs and measures were derived from existing literature. A pilot study was conducted with 51 marine engineers in a rectangular hierarchy occupation in Sri Lanka. The reliability and validity of the measures were confirmed to ensure they accurately represent the constructs and to test the conceptualised relationships.
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Opportunities are like sunrises. If you wait too long, you miss them. (William Arthur Ward). The purpose of this article is to facilitate comprehension of key conceptual framework components of serendipitous educational planning using a practical example that was successfully implemented in 2015, replicated in 2016, and scheduled for 2017 at Niagara University in Western New York, USA. Serendipitous educational planning is based on the premise that individuals engaged in developing and implementing curriculum, programs, courses, and related educational activities need to have a "default planning paradigm" that they can readily apply if
unexpected opportunities present themselves that are beneficial to the administration, faculty, and students of their respective organizations. The "default planning paradigm" henceforth known in this article as "serendipitous educational planning" implies a conceptual mindset that is always ready to efficiently and effectively incorporate new ideas from the ever-changing context into
educational opportunities for faculty and students. This mindset is predicated on the Effective Change Zone (ECZ) conceptual framework that focuses on the human side of change and includes the following three key dimensions: organizational needs, social-professional needs, and personal needs.
The changes in the education landscape due to the pandemic allowed an agency for an understanding of a situation in elementary schools located in an urban poor area in the Philippines to strengthen literacy particularly in reading. While most studies on reading especially in the Philippines investigated on reading performance and ways to increase reading fluency of learners, it is important to investigate as well teachers’ motivations, strategies, and interventions. This qualitative study described teachers’ motivation, strategies and interventions to bridge learning gaps in reading. These teachers are from selected elementary schools located in the Division of San Juan City, Philippines Based on the results, teachers are motivated because they want to teach the content better and that their concern for students motivates them. Moreover, the use of various reading strategies like free reading choice, phonological activities and empathy to level with students are strengthened by interventions that are teacher, student, and community oriented.
___________________________________________________________________ Individual differences become the main problem for learners in developing their English skills especially speaking. The identification of interest is needed to know how far students' impression in learning English and how serious they are in continuing their progress to get their motivation. After getting along with motivation, students are expected to build up their English Self-concept, therefore English become their custom and their obstacles in learning English can be minimized. This research was to know the relationship between Interest, Motivation, English Self-concept and Speaking English Performance of Fourth Semester Nursing Students at Karya Husada Health and Science College of Semarang. This research was correlation quantitative research with cross sectional approach. The samples of this research were fourth semester of nursing students at Karya Husada Health Science College of Semarang with the numbers were 93 students by using convenience or accidental sampling technique. The data was taken by using questionnaires. The data analysis used regression to know the correlation among all variables. The result shows the correlation between interest and English speaking performance is 0.000, motivation and English speaking performance is 0.006, English self-concept and English speaking performance is 0.18 with p value <0.05, it means there is correlation between interest, motivation, English self-concept and English speaking performance. This result can contribute in teaching and learning process, it is better to conduct the investigation of individual difference in the beginning of the semester because teacher can consider the teaching method, strategies and approach well.
During the COVID-19 pandemic, the care of elderly patients underwent significant changes. Society tends to avoid interaction outside the family, encouraging increased care of elderly patients at home. In this situation, the role of medical personnel becomes essential. This study examines how knowledge, culture, and interest influence homecare services during a pandemic. Respondents regarding homecare were collected from 71 families through a questionnaire. Data analysis includes univariate, bivariate and multivariate aspects to provide an overview of the relationship between variables. All data were analyzed using SPSS software. The result of this study shows p-value of each construct is less than 0.10, which indicates a strong relationship between variables. The findings show that knowledge influences family decisions about home care (p-value=0.024<0.10), while culture (pvalue=0.999>0.10) and interests (p-value=0.999>0.10) do not support acceptance of this service for the elderly. Therefore, it is hoped that respondents will increase their knowledge of improving elderly care and utilization of health services, which will positively impact the quality of life in old age. An in-depth discussion of these findings is carried out in a research paper.
Science learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in‐class and after‐class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest in a specific natural phenomenon (phenomenon interest), and temporary emotional states, such as state curiosity, are considered essential factors in improving learning. Given the importance of understanding how learners' two aspects of motivational variables influence their science learning in different learning contexts, this study aimed to examine the extent to which existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, predict science learning both during and following class and how these variables are related to exploration after class. To achieve this goal, an explanatory sequential mixed‐method approach was employed, based on a correlational design, with a total of 706 cases from fifth‐grade and sixth‐grade students (45.5% female). In the context of science class, relatively stable existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, were positively associated with learning, and temporary states were more predictive of learning than existing characteristics. In addition, state curiosity was directly related to learning, whereas science curiosity and phenomenon interest were only indirectly related to learning, mediated by state curiosity. In the context of the after‐class, however, only phenomenon interest significantly predicted spontaneous follow‐up learning and was positively associated with students' continued learning. An interpretation of these results was discussed, as well as their implications for science education and future research. Our findings will enable more fine‐grained analyses regarding how curiosity and interest can predict learning in science.
This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level in mathematics was included. The results showed that quality of experience when doing mathematics was mainly related to interest. Grades and course level were most strongly predicted by level of ability. Interest was found to contribute significantly to the prediction of grades for the second year and to the prediction of course level. Quality of experience was significantly correlated with grades but not course level.
1983). Zur Konzeption einer padagogischen Theorie des Interesses. Arbeiten zur Empirischen Pädagogik und Padagogischen Psychologie (Gelbe Reihe Nr. 6). München Neubiberg: Universität der Bundeswehr
describes the theoretical background to, and the development and use of, an Approaches-to-Studying Inventory
concepts from qualitative research on student learning
motivation in studying
approaches to studying, motivation, and learning processes
approaches to studying in secondary school
motivation and approaches to studying in quantitative analyses
motivation and approaches to learning in qualitative analyses
integrating qualitative and quantitative findings (PsycINFO Database Record (c) 2012 APA, all rights reserved)
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
The way we go about accomplishing learning will of course depend upon what we conceive of learning to be. I begin this concluding chapter by discussing definitions of learning. Then, I deal with the approaches students take to the task of learning in school. Approaches are the observable attempts of students to adapt to school, and they reflect both the school environment and the students themselves—individuals made up of unique past experiences and unique styles of perceiving and thinking. I consider some of the variables that contribute to the individuality of the student, including motives, self-concepts, and cognitive styles. I end by considering ways of improving learning, but since we can do little to change personality and cognitive style directly, suggestions generally involve modifications to the school environment.
This study investigated the relationship between topic interest and reading comprehension, focusing on higher ability students. Ninety-three fifth and sixth grade subjects were given reading passages of higher and lower interest, and tested on their comprehension of these passages. Analysis of the data revealed that higher interest materials significantly facilitated the reading comprehension of higher ability students. Lower and middle ability readers’ comprehension was not affected by the varying interest conditions. There was no effect by sex. The finding conflicts with the results of previous research and has implications for the reading education of gifted students.
The present study investigated the influence of topic interest on the comprehension of texts. The primary goals of the study were as follows: (1) to formulate a new definition of the concept “topic interest”, (2) to control for cognitive capabilities (intelligence, short-term memory) and prior knowledge, and (3) to assess different levels of comprehension. A total of 53 male students, majoring in computer science, took part in the study. Subjects were presented with a text on “Psychology of Emotion”. Prior to reading the text, they were asked to indicate their level of interest in the topic. After reading the text, subjects were given a test of comprehension involving open-ended questions. The questions were designed to represent different levels of comprehension. The results show that the effect of topic interest on text comprehension is especially pronounced when a deeper level of understanding is required. Surprisingly, prior knowledge had no effect on the level of comprehension. Verbal intelligence, on the other hand, showed a clear effect on comprehension, especially in answering questions of simple knowledge. The effects of interest and verbal intelligence could be shown to be independent of one another.
To study the effects of motivation on cognition, 55 fifth- and sixth-grade students were randomly assigned to 3 motivational treatment groups: (1) ego-involved (ability oriented); (2) task-involved (mastery oriented); and (3) control (no orientation). The ego-involvement treatment attempted to make subjects feel that their abilities on the tasks were being judged and compared to those of other subjects. The task-involvement treatment encouraged subjects to view any mistakes as challenges and to see the overcoming of these challenges as the end goal. The control treatment offered the subjects no interpretation of the tasks, leaving the subjects free to generate their own orientation toward the tasks. All subjects completed a computer task that required them to process 60 words at one "shallow" and two "deep" levels of processing through rhyming (shallow), categorization (deep), and sentence completion (deep). No differences existed between the treatment groups at the rhyming level of processing, but at the categorization and sentence-completion levels, the task-involved and control treatment groups recalled significantly more words than did the ego-involved group. This finding suggests that ego-involvement may be especially detrimental to learning that requires deeper levels of cognitive processing. Appendix A provides a transcript of experimental procedures, Appendix B lists the levels of processing of task items, and Appendix C includes the follow-up questions and the 60-item free recall measure used in the study. (SLD)
Learning-to-learn phenomena have been examined from a wide variety of perspectives (Anderson, 1985; Brown, Bransford, Ferrara & Campione, 1983; Dillon & Schmeck, 983; Kirby, 1984; Pressley & Levin, 1983a, 1983b; Weinstein & Mayer, 1985). While, in general, this development has served to enrich the field of study, it has also created enormous definitional problems. For the purposes of this chapter, attention is focused on a subarea called learning strategies. Learning strategies are considered to be any behaviors or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. More specifically, these thoughts and behaviors constitute organized plans of action designed to achieve a goal (Anderson, 1985; Paris, in press; Weinstein & Mayer, 1985). Examples of learning strategies include actively rehearsing, summarizing, paraphrasing, imaging, elaborating, and outlining.
Assessment programs designed to improve instruction should be based on strong theoretical models of student learning, motivation, and instruction.
Previous theories of intrinsic motivation have traditionally ignored the experiential or subjective aspects of engagement in intrinsically and extrinsically motivated tasks. Part of the reason for the lack of research in this area was our ignorance of which emotions to study. Data are presented here from two studies designed to produce the first systematic evidence of changes in basic emotional states during task engagement. Our findings suggest that intrinsic and extrinsic tasks can be differentiated according to the emotional changes subjects retrospectively report about their engagement with these tasks, and point the way to future research incorporating emotion as an important variable to consider.