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Interest and Learning From Text

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... In terms of interest, which is one of the key concepts of this paper, its definitions vary from those of other similar constructs on account of its object-, content-or domain-specific nature (Krapp & Prenzel, 2011;Renninger & Hidi, 2011). For example, Schiefele (1999) defined interest as a 'content-specific motivational characteristic', Krapp (2007), in the context of person-object theory of interest, described interest as content-specific while Renninger and Hidi (2011) referred to it as an activity-specific motivational variable influencing student learning. For the purposes of the study reported in this article, we describe interest as emerging from the interaction of a person with his or her environment and as dependent on content, topic, event or activity occurring during teaching-learning situations (Hidi & Renninger, 2006;Krapp & Prenzel, 2011). ...
... Personal interest is associated with a person's prior knowledge and is topic-specific (topic interest), it develops slowly and tends to have long-lasting effects on a person's knowledge and values (Guthrie et al., 2006). According to Schiefele (1999), personal interest consists of two kinds of valences: feeling-related and value-related. Feeling-related valences are stimulated by the nature of a topic, such as feelings of enjoyment and involvement. ...
... One aim of the study was to investigate students, who have or do not have an interest in science studies and careers, situational interest. Interest in science studies or careers is linked to personal types of interest (Schiefele, 1999). According to the multilevel regression (Table 3), there is a strong link between personal and situational types of interest in both locations. ...
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This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational interest and ongoing classroom activities were obtained using the experience sampling method, with measurements taken three times during a lesson. The process yielded a total of 1717 measurements in the Finnish schools and 1767 in the Chilean schools. Multilevel regression analyses with mixed effects and random intercept were conducted. Results showed a positive effect of scientific practices that required asking questions, designing scientific inquiry and interpreting data on situational interest. Student collaborative situations were more interesting for Chilean students than for Finnish ones. In terms of gender differences, on average, Finnish male and female students experienced the same level of situational interest, while the situational interest of Chilean female students was higher than the average of male students. Personal interest in science studies and careers was the best predictor of situational interest in both countries.
... However, nearly all of the above studies focused on the cognitive aspects of reading (e.g., reading skill, reading achievement and reading proficiency) and neglected the motivational aspects. Interest is one of the most essential intrinsic motivational variables (Hidi, 2006;Schiefele, 1999). As students are involved with text-based problems, reading interest plays a role in processing and comprehending the text (Fox & Alexander, 2004); thus, it may also be related to performance and attitudes in mathematics and science problem-solving. ...
... Sin embargo, casi todos estos estudios se centran en los aspectos cognitivos de la lectura (e.g., habilidades relacionadas con la lectura, rendimiento lector y competencia lectora) y descuidan los aspectos motivacionales. El interés es una de las variables motivacionales intrínsecas más esenciales (Hidi, 2006;Schiefele, 1999). A medida que los estudiantes interactúan con problemas textuales, el interés por la lectura desempeña un papel importante en el procesamiento y comprensión del texto (Fox & Alexander, 2004) y, por ende, también podría estar relacionado con el rendimiento y las actitudes hacia la resolución de problemas científicos y matemáticos. ...
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Reading, mathematics and science are important subjects in the compulsory educational stage. Promoting students’ learning in these subjects has become a focus. Early reading achievement and reading interest may play a critical role. Using two waves of data collected from 2,722 Chinese students in Grade 4 and Grade 6, the study investigated the longitudinal within-domain relationship between reading achievement and reading interest, as well as their cross-domain effects on mathematics and science. The results of the structural equation model showed that reading achievement and reading interest were mutually reinforced over time. Except for the path from reading achievement to science interest, the two reading-related constructs in Grade 4 positively predicted achievement and interest in mathematics and science in Grade 6. The findings underline the significance for primary schools to cultivate proficient reading skills and positive reading attitudes in promoting students’ long-term learning in reading, mathematics and science.
... Coaching also stimulates undergraduate university students' study-interest (Müller & Louw, 2004). Study-interest consists of feeling and value-related valences and intrinsic orientation (Schiefele, 1999(Schiefele, , 2001. This seems to be related to motivational learning; intrinsically motivated students demonstrate higher study-interest than students with different motivational styles (Müller & Louw, 2004). ...
... The SIQ (Schiefele, 1999(Schiefele, , 2001) is a questionnaire which measures feeling-related valences (item 1-7), value-related valences (item 8-14), and intrinsic orientation (item 15-18) and takes 10 minutes to administer. Respondents score items on a 4point Likert scale ranging from 1 (not at all true) to 4 (completely true). ...
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The current study aimed to investigate the influence of an evidence-based coaching intervention on students’ wellbeing, perception of inclusion and study-interest, among 93 first year social work students (aged­ 16–24) in the Netherlands. The coaching intervention that was implemented was based on the REGROW model. A pre-test-intervention-post-test design with two conditions was employed. The experimental condition (n = 47) received coaching from their mentor between pre-test and post-test, while the control condition (n = 46) received regular academic career counselling from their mentor. The results indicate that coaching has a positive effect on students’ emotional wellbeing, but not on psychological and social wellbeing, perception of inclusion and study-interest. In addition, it was found that students’ evaluation of the coaching trajectory is predictive of their emotional wellbeing, specifically in relation to relatedness and pressure. In vocational education, coaching seems to be a valuable addition to academic career counselling. A structured practical coach model, such as the REGROW model, potentially combined with a coach card, could help implementing coaching in vocational education.
... Belirli bir faaliyeti gerçekleştirme isteği veya niyeti duyma (Schiefele, 1999); bireylerin kendi arzu ve istekleri doğrultusunda belirli bir amacı gerçekleştirme yönündeki çabaları (Koçel, 2005;Koç ve Topaloğlu, 2012) şeklinde tanımlanabilen motivasyon, en sade haliyle "insanların neden belirli bir şekilde davranmayı seçtikleri ile ilgili olduğu" şeklinde ifade edilmektedir (Nair, 2009). Eren (2001) ise motivasyonu, belirli bir amaç için bir veya birden çok bireyi sürekli bir şekilde eyleme geçirmek için gerçekleştirilen çabalar bütünü olarak tanımlamıştır. ...
... Yapılan tanımların ortak özelliğine bakıldığında bir amacın varlığı ve bu amacı gerçekleştirme noktasında bir isteğin duyulması veya çaba harcanması yönünde fikir birliğine varıldığı görülmektedir. Birçok yazar tarafından tanımı yapılan motivasyon kavramı, gerçekte nasıl gerçekleştiğine ilişkin bir bilgi içermemesi, istek veya niyeti oluşturan durumun faaliyetin kendisinden kaynaklanması şeklinde içsel motivasyon ve faaliyetin, dışındaki olaylardan kaynaklanması şeklinde ifade edilen dışsal motivasyon şeklinde iki ayrı şekilde ele alınabilir (Schiefele, 1999). ...
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Birçok alanda olduğu gibi teknoloji alanında yaşanan gelişmelere paralel olarak yapay zekâ uygulamalarının çalışma yaşamına da girmiş olması, çalışanlar üzerinde yapay zekâ kaygısı olarak ifade edilen kavramı kritik bir konu haline getirmiş durumdadır. Çalışmada turizm sektörü çalışanlarının yapay zekâ kaygı düzeylerinin belirlenmesi ve yapay zekâ kaygılarının onların içsel ve dışsal motivasyonları üzerine etkisinin belirlenmesi amaçlanmıştır. Kolayda örnekleme yöntemi ile ulaşılan turizm sektöründe çalışan 165 katılımcıdan anket aracılığıyla toplanan veriler üzerinde gerçekleştirilen analizler sonucunda; turizm sektörü çalışanlarının motivasyon düzeylerinin yüksek, yapay zeka kaygı düzeylerinin düşük olduğu, yapay zeka kaygıları ile dışsal motivasyonları arasında anlamlı bir ilişki olmadığı fakat içsel motivasyonla pozitif yönde anlamlı ve düşük düzeyde bir ilişki olduğu sonucuna ulaşılmıştır. araştırma değişkenlerini ele alan bir çalışmaya rastlanılamamış olması, araştırmanın özgün yönünü ve önemini ortaya koymaktadır.
... Findings also show that children who reported negative reading self-concepts performed more poorly on reading-related tasks than children with positive reading self-concepts (Chapman et al., 2000). In this article, five interrelated dimensions of reading motivation (control, interest, self-efficacy, involvement & collaboration) were addressed as internal motivation for reading (Ryan & Deci, 2000;Schiefele, 1999;Taboada et al., 2009). ...
... Interest is another dimension of internal motivation that can be possessed by the learner. The interest of the learner refers to a relatively stable evaluative orientation towards a certain domain (Alexander & Murphy, 1998;Schiefele, 1999). It is also associated with cognitive processes such as deeper processing of texts and learning when other factors such as text length, text variety, background knowledge, and text difficulty were associated (ibid.). ...
Article
The article presents early indicators of good reading skills for Grade 3 learners. It employed an explanatory sequential mixed methods design by which quantitative data collection and analysis occurred first, followed by qualitative data collection and analysis. The intention of using this design was that qualitative data would explain and contextualize the quantitative findings. The quantitative part constitutes a non-equivalent control group design in a quasi-experimental approach. It used naturally occurring intact groups that already existed before and after a quasi-experimental treatment occurred to make comparisons between groups. It involved 1,325 Grade 3 learners selected by convenient sampling technique from 10 primary schools. It used a reading achievement test for quantitative data collection in both groups after and before the intervention. It analyzed quantitative data with the help of a t-test and ANCOVA. Under the qualitative part, a multiple case study design was employed via interviews and observation of learners, teachers, and parents. Qualitative data were analyzed thematically. The findings indicated that there was an association between reading achievement and learners’ linguistics skills, schema, motivation, and reading self-efficacy. Therefore, teachers are advised to emphasize early indicators of reading skills in order to make Grade 3 learners more beneficiaries.
... The seminal works by van Dijk and Kintsch and the distinction between different levels of text comprehension have influenced a lot of research, albeit with different adaptions or labels. Schiefele (1999) distinguishes between the verbatim, propositional, and situational levels of text processing. However, topic-related prior knowledge (measured by factual multiple-choice items) was not significantly related to any component of text representation. ...
... For each text, items were constructed and piloted that represent three levels of text comprehension according to typical frameworks (Kintsch, 1994;Ozuru et al., 2009;Schaffner & Schiefele, 2007;Schiefele, 1999). For the first type of question (verbatim), students were to extract information from single sentences. ...
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The use of texts is an indispensable resource for students’ learning, especially in science domains. While developing understanding of a specific topic usually is the main goal of reading expository texts, an important consideration is how to best measure whether this understanding has been reached. In this study, we aimed to analyze gains in students’ reading comprehension based on reading three expository texts on chemistry and physics topics. By means of a pre–post design, we assessed the reading comprehension of 261 eighth grade students with regard to three levels of reading comprehension. Latent change scores were estimated to analyze changes in students’ total test scores, while also calculating difference scores based on the single items. Results indicate that students’ topic-related comprehension increases from pre- to posttest, while gains seem to be limited to word and sentence level questions. In line with other studies, these findings stress that students would benefit from explicit strategy instruction, at least when learning from reading is the goal of using science texts in classrooms.
... With this goal orientation, the student would be an active acquirer of information, rather than a reluctant accepter. Further, the information that is acquired when one has an internally motivated (rather than externally imposed) information acquisition goal is processed deeper and retained longer (Bull & Dizney, 1973;Schiefele, 1999). But how do we induce such a state where information is a valued object? ...
... Interest also motivates a deeper processing of information (Hidi, 1990;McDaniel et al., 2000;Schiefele, 1999). Deeplevel processing implies that a student analyzes the text from different angles, looks at the relationships of topics within the text as well as makes robust connections from the text to their prior knowledge, recognizes contradictions and problems implied by the text, and solves them without external interventions. ...
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Despite a high primary school enrollment in India, the overall learning levels have been low, and the dropout level in secondary school and beyond has been high. One reason for low learning levels and high drop-out rates is the student’s lack of motivation to learn in the classroom. We suggest that curiosity may be a useful tool to improve student motivation. We look at some important variables that have been found to affect curiosity in the classroom: self-determination needs, information relevance, coherence, concreteness, ease of comprehension, fantasy, belief about interest malleability, and information gap. Finally, we suggest ways to incorporate them in the classroom to improve student motivation.
... According to Grossnickle (2016), interest is characterized by positive emotions, knowledge, and the valuation of the object of interest. Notably, interest exhibits a stronger correlation with indicators of profound learning (e.g., responses to complex questions of understanding, and expression of meaning) compared to superficial learning (e.g., memorization) (Schiefele, 1999). From the professional point of view of psychology, motivation refers to the psychological process or internal drive that leads to, stimulates, and maintains action by a certain goal or object. ...
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Generative Artificial Intelligence (GenAI) has fundamentally transformed the education landscape, offering unprecedented potential for personalized learning and enhanced teaching methods. This research conducted two sub-studies aimed at exploring the influences and differences in college students’ attitudes towards generative artificial intelligence across the dimensions of gender, major, and experience. The first sub-study developed a scale based on the Expectancy-Value Theory to measure college students’ attitudes towards generative artificial intelligence, confirming the scale’s validity and reliability. The second sub-study analyzed attitudes towards generative artificial intelligence among 713 undergraduate students. The results revealed significant differences in undergraduate students’ attitudes towards generative artificial intelligence based on gender, major, and experience. Female students and those with experience in generative artificial intelligence showed more positive attitudes compared to male students and those without generative artificial intelligence experience. Notably, students majoring in Education scored significantly higher on generative artificial intelligence attitudes than students from other majors. Regression analysis further indicated that gender, discipline, and experience significantly predicted attitudes towards generative artificial intelligence. Students from different academic backgrounds exhibited significant gender and experience differences in their attitudes towards generative artificial intelligence within their respective majors. These findings underscore the necessity for educational strategies that consider gender, experience, and disciplinary backgrounds. It is crucial to provide all students with ample opportunities to engage with generative artificial intelligence to ensure gender equity in artificial intelligence education. Educators must design differentiated and inclusive generative artificial intelligence education activities and strategies tailored to specific disciplines to meet diverse student needs and accommodate disciplinary variations. This study aims to provide insightful perspectives for assessing college students’ attitudes towards generative artificial intelligence and to offer information for future artificial intelligence education research.
... Task interest and value influence one's motivation to write. Task interest reflects the perceived importance, value, and utility attached to a specific writing task (e.g., Eccles, 2005;Wigfield & Eccles, 1992;Schiefele, 1999). Individuals with strong interest in a topic or activity likely will devote greater effort to and persist longer with the task (e.g., Boscolo & Hidi, 2007). ...
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Writing motivation is a multidimensional construct that has been demonstrated to be of great importance in writing performance and growth. Yet, much of the extant research has failed to examine the nuances of the various dimensions of writing motivation—in particular, task competency beliefs—and has neglected to investigate how the various dimensions are related to writing performance across different genres of writing. Our goals in this study were to (a) evaluate the latent structure, reliability, and criterion validity (using essay writing quality as the criterion measure) of the Situated Writing Activity and Motivation Scale (SWAMS), an instrument developed to include more nuanced items related to genre-specific task-related versus skill-related writing motivational beliefs and outcome versus efficacy expectations; (b) determine if writing motivation measured by the SWAMS was different across narrative, informative, and persuasive genres; and (c) to identify potential differences in writing motivation attributable to sample sociodemographic characteristics. The SWAMS was pilot tested with a sample of 397 students in grades 4 and 5 classrooms to gather data used to address our research goals. Overall, our results indicated that the narrative, informative, and persuasive subscales of the SWAMS exhibited acceptable psychometric properties, though there were issues related to unidimensional model fit and item bias. A significant amount of unique variance in narrative, informative, and persuasive writing quality was explained by motivation for writing in each genre, suggesting predictive criterion validity. Although we did not observe genre-based differences in overall motivation to write using summative scores for each subscale, there were small but significant differences between narrative and informative writing for the discrete motivational constructs of self-efficacy, outcome expectations, and task interest and value. Consistent differences favoring girls and students without special needs were observed on SWAMS scores, apparently linked with observed differences in writing performance. Further refinement of this instrument is recommended to strengthen its psychometric properties, but in its current form, the SWAMS may be useful to researchers and practitioners interested in examining late elementary-aged students’ genre-specific writing motivation.
... Interesse Teksten die aansluiten bij de interesses van leerlingen of een koppeling maken met de leefwereld en ervaringen van leerlingen (Kurnaz et al., 2020;Schiefele, 1999) Autonomie Keuzevrijheid in welke teksten worden gelezen of verwerkingsopdrachten bij een tekst Stefanou et al., 2004) Verbondenheid Gesprekken over gelezen boeken of samenwerken bij leestaken Nolen, 2007) Competentiegevoelens Teksten die aansluiten bij het leesniveau van leerlingen of strategieën aanleren die tekstbegrip ondersteunen (Margolis & McCabe, 2003; Beheersingsdoelen Benadrukken van de individuele ontwikkeling, of leesactiviteiten integreren in thematisch onderwijs (Ames, 1992; Attributies Benadrukken dat inspanning kan leiden tot succes en dat falen niet wordt veroorzaakt door een gebrek aan vaardigheden (Toland & Boyle, 2008;Weiner, 1985) Waarde van lezen Benadrukken waarom lezen relevant is en hoe dit kan bijdragen aan het bereiken van toekomstige doelen (Guthrie & Klauda, 2014;Wigfield & Eccles, 2000) Extrinsieke motivatoren Beloningen voor lezen (Marinak et al., 2008;Ryan & Deci, 2000) 2 ...
... Dealing with a topic from one's own field of interest is associated with positive feelings (cf. Schiefele, 1999) and can therefore be an intrinsic motivation when it comes to understanding a text (Alhamdu, 2016;Renninger & Hidi, 2022). ...
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Previous studies suggest that sentence-linking elements, like connectives, enhance text comprehension sincethey help produce a context of meaning. However, there is no evidence yet on whether connectives influence theunderstanding and solving of reality-based mathematical tasks. In this study, reality-based tasks were varied tocreate two versions with identical content, differing only in whether coherence relations were expressed explicitlyby connectives or implicitly. The investigation aimed to determine if this variation affected students’ ability tocomprehend the described situation and solve mathematical tasks based on the provided information. Initialresults indicate that connectives do increase the rate of correct answers to comprehension questions, particularlyfor students with lower linguistic skills. Nevertheless, the use of connectives did not significantly influencemathematical task performance. This suggests that while connectives aid in understanding and organizinginformation, they may not contribute to students translating this advantage into improved mathematical taskoutcomes.
... Az olvasás iránti érdeklődés értelmezhető egyrészt hosszú távú, bizonyos tartalmak, témák iránti egyéni érdeklődésként, másrészt bizonyos témákra, szövegekre aktuálisan vonatkoztatva szituatív érdeklődésként (Alexander et al. 1995;Schiefele 1999). Egy szöveg két esetben válthat ki tehát érdeklődést: egyrészt akkor, ha megfelel a tanulók személyes érdeklődésének, másrészt ha aktuálisan felkelti a tanulók figyelmét (szituatív érdeklődését). ...
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Annak ellenére, hogy nemzetközi színtéren számos eredményes intervenció és ajánlás érhető el, amelyek az olvasási motiváció erősítését segíthetik, magyar nyelvű, a pedagógiai gyakorlatot támogató útmutatás alig található ebben a témában. A tanulmány első része az olvasási motiváció elméleti alapjait tekintette át. A második rész a nemzetközi szakirodalom alapján javaslatot tesz hét, a mindennapi osztálytermi gyakorlatba beépíthető, olvasási motivációt támogató alapelvre, amelyek a következők: (1) célok kitűzése, (2) tapasztalatszerzés és az előzetes ismeretek aktiválása, (3) érdekes szövegek alkalmazása, (4) autonómiatámogatás, (5) kompetenciaérzés és a pozitív énkép támogatása, (6) szociális motívumok és a kollaboráció támogatása és (7) megfelelő értékelési eljárások alkalmazása. Az egyes alapelvek megvalósítását gyakorlati ötletek segítik. Az alapelvek bármelyik olyan tantárgyi tartalomhoz hozzákapcsolhatók, amelyek írott szövegek tanulói feldolgozására épülnek.
... Indeed, individuals with a higher level of intrinsic motivation are more likely to maintain their passions, creativity, and efforts and then achieve positive outcomes Pelletier et al., 2004). For instance, adolescents with higher intrinsic academic motivation have been found to (a) adopt a more positive outlook toward challenges (Guinoubi et al., 2022;Wigfield et al., 2004), (b) show higher persistence in schoolwork (Ratelle et al., 2007), (c) spend more time on academic tasks, and (d) desire a deeper understanding of the content compared to peers (Baker et al., 2000;Guinoubi et al., 2022;Schiefele, 1999). These behaviors likely predict more academic selfefficacy. ...
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Adolescents with higher levels of the basic psychological needs of competence, autonomy, and relatedness report better school functioning compared to their peers with lower levels of these needs. This study extended previous work by examining associations in within-person changes of these psychological needs in the school context, with a special focus on the secondary school transition period. We examined within-person relations between academic self-efficacy, intrinsic academic motivation, and school relatedness. Dutch adolescents (N = 290; M age = 11.58 years, SD = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within-and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.
... Students' situational interest [71][72] was assessed before and after as well as 4 times throughout each e-learning course using adapted versions of established instruments on five 5-level Likert scale items (emotionrelated valence beliefs [73] and value-related valence beliefs [74]). Thereby, for emotion-related valence beliefs, a high value of situational interest results in a positive evaluation of the joy of the content ("I am looking forward to the content.") ...
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Digital learning technologies have grown increasingly important in physics education, partly enforced through the COVID-19 pandemic. During the pandemic, digital technologies allowed for continued teaching and learning of students even when schools were closed. While research in psychology and educational technology has yielded many insights into the effectiveness of e-learning courses, fewer studies have examined the design of e-learning courses. Few studies have empirically investigated the design of learning tasks as a central element of e-learning courses. The present study analyzes how the design of tasks in e-learning courses, specifically with respect to their degree of openness as well as the relevance of their contexts, influences students’ behavioral engagement, learning outcomes, and situational interest. Due to the importance of e-learning courses during the COVID-19 pandemic, we also analyzed the extent to which specific learning settings (classroom learning, distance learning) influence the effects of e-learning course design on students’ behavioral engagement, learning outcomes, and situational interest. To investigate the research questions, we analyzed a total of N = 1060 datasets for 12 different e-learning courses (3 to 5 lessons, middle school physics), of which n = 557 were completed before and n = 503 during the COVID-19 pandemic. The results suggest that e-learning courses with a high proportion of learning tasks that relate to meaningful real-world contexts appear to be more conducive to behavioral engagement, learning outcomes, and situational interest. Regarding the consideration of open-ended tasks, the results suggest that these appear to be more useful for classroom learning but should be used in a limited way when designing e-learning courses for distance education. Published by the American Physical Society 2024
... Intrinsic value is enjoyment one gains from doing the task. Also relates to certain aspects of intrinsic motivation (Schiefele, 1999). 3. Utility value or usefulness refers to how a task fits into an individual's future plans. ...
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The purpose of the study was to examine the effect of computer simulations on female students' motivation for and engagement with physics learning in Tanzanian secondary schools (Form 2, grade 10). The case study design was based on interpretive mixed methods (n=265, 154 male, 111 female). The students’ views before and after the computer simulations were elicited by completing an adapted Student Satisfaction and Self-Confidence towards Motivation in Learning Science (SSSC-MLS) instrument. The six teachers whose students participated in the study were interviewed along with a sample of students (n=48) at pre-and post-simulation intervals. Both female students’ and teachers’ initial anticipations for the new approach affected engagement and heightened task value, hence motivation to learn. Quantitative Factor Analysis was employed to identify components that best explored pre- and post-simulation views/perceptions (n=265). Four key factors or themes were found: 1) Satisfaction and confidence in computer simulation as a technology for learning; 2) Fear of performing physics tasks due to traditional approaches to teaching/learning; 3) Individual perceptions and values in learning physics; and 4) Using active strategies in learning physics concepts. Qualitative Thematic analysis was employed to identify effects of the simulations. Four themes emerged: 1) Computer simulations enhance confidence in females’ learning; 2) Perception’s influence females’ learning; 3) Relevance improves understanding; and 4) Motivation and engagement improve learning. Findings from this study show that female students were satisfied with the simulations since they were able engage in various interactive ways including experimenting, problem solving, analyzing and interpreting results, and reporting findings to understand physics concepts. Findings also iv indicate that employing computer simulation does not guarantee canonical knowledge construction among students if the teachers’ understanding of how female students’ socio-cultural background might shape their learning experience is inadequate or limited. Recommendations include: 1) Focusing on all students’ (not only females’) learning outcomes following a simulation approach for all science subjects at the Form 2 level; and 2) Extend Eccles’ (2007, 2008) work and conduct further research on parents’ familial beliefs and influences on achievement and motivation for female learners in STEM disciplines in Tanzania and other Sub-Saharan countries.
... That is, even though the reading task presented the same level of "search", effective dictionary look-up behaviour (i.e., search that had a measurable learning outcome) was higher in the HTI condition. It may be the case that interest reduced the amount of volitional control that was required to engage with reading material that was interesting (Schiefele, 1999) and this allowed for attentional resources to be reallocated to strengthen the processing done with unknown words by means of dictionary search. This finding can help expand the involvement load hypothesis by including interaction between the "need" and "search" components that is strengthened by topic interest, as it can increase engagement with the task, activate deeper levels of processing of information, and nurture an emotional network of contingent associations (Schiefele, 2009). ...
... Across content areas, interest in a specific subject is positively related to achievement, engagement with tasks in that subject, attention, goal-setting, competence beliefs, and expertise development (Schiefele et al., 1992;Alexander et al., 1997;Alexander and Murphy, 1998;Schiefele, 1999Schiefele, , 2001Ainley et al., 2002;Alexander, 2003;Ainley, 2007;Wigfield and Cambria, 2010). However, previous research suggests that over time, students may lose interest in mathematics as they progress through school (Köller et al., 2001;Fredricks and Eccles, 2002;Frenzel et al., 2010). ...
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In this study, we identified multidimensional profiles in students’ math anxiety, math self-concept, and math interest using data from a large generalizable sample of 16,547 9th grade students in the United States who participated in the National Study of Learning Mindsets. We also analyzed the extent that students’ profile memberships are associated with related measures such as prior mathematics achievement, academic stress, and challenge-seeking behavior. Five multidimensional profiles were identified: two profiles which demonstrated relatively high levels of interest and self-concept, along with low math anxiety, in line with the tenets of the control-value theory of academic emotions (C-VTAE); two profiles which demonstrated relatively low levels of interest and self-concept, and high levels of math anxiety (again in accordance with C-VTAE); and one profile, comprising more than 37% of the total sample, which demonstrated medium levels of interest, high levels of self-concept, and medium levels of anxiety. All five profiles varied significantly from one another in their association with the distal variables of challenge seeking behavior, prior mathematics achievement, and academic stress. This study contributes to the literature on math anxiety, self-concept, and interest by identifying and validating student profiles that mainly align with the control-value theory of academic emotions in a large, generalizable sample.
... Der intrinsische Wert besteht in der Freude, die eine Person an der Ausübung der Tätigkeit hat, oder dem subjektiven Interesse, das der Aufgabe entgegengebracht wird. Darunter sind sowohl die intrinsische Motivation (Deci und Ryan 2000) als auch die Konstrukte von Interesse und Flow-Erleben zu subsumieren (Csikszentmihalyi 1988;Renninger 1992;Schiefele 1999). Der subjektiv eingeschätzte Nutzen einer Aufgabe meint das Erreichen von aktuellen und zukünftigen Karrierezielen. ...
Chapter
The aim of this paper is to investigate career paths within the first 12 months after graduating with a teaching degree (master or first state examination) in an exploratory manner. Based on the panel data of teacher education students from the German National Education Panel (NEPS) Starting Cohort 5, we find that 66 % of the observed sample (N = 2,302) transition to preparatory service within the first 12 months after graduation. Another 14 % take the direct route into the teaching profession, while 20 % pursue an occupation not (directly) related to teaching. Significant differences between these groups are found, for example, in terms of gender distribution, field of study, and final grades.
... In IT, interest is considered a driving force in student motivation and learning (Hidi & Renninger, 2006;Krapp, 2002). Students' interest could, for example, be triggered by the use of interesting texts (Ryan & Deci, 2000;Schiefele, 1999) or by making real-world connections . The concept of interest also resounds in the concept of intrinsic value in EVT (Cook & Artino, 2016;Schiefele et al., 2012;Wigfield, 1997). ...
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Many students have low reading motivation. Based on (reading) motivation theories, several mechanisms are distinguished that can foster reading motivation. Our goal in this meta-analysis was to examine the effects of theory-driven reading motivation interventions in school on students’ reading motivation and reading comprehension as well as to test which mechanisms are particularly effective in fostering motivation and comprehension. We conducted a literature search in ten online databases and identified 39 relevant effect studies. Positive effects on affirming motivations (d = 0.38), extrinsic motivations (d = 0.42), combined motivations (d = 0.17), and reading comprehension (d = 0.27) were found. The effect on undermining motivations (d = -0.01) was not significant. In particular, interventions that aimed to trigger interest had positive effects on affirming motivations and reading comprehension. Further, effects on affirming motivations were larger if the total duration of the intervention was longer and if the share of boys in the sample was higher. Interventions delivered by researchers had larger effects on reading comprehension than interventions delivered by teachers. Finally, effects on reading comprehension were larger for primary schoolers than for secondary schoolers and larger for typical readers than for struggling readers. Implications for practitioners, policymakers, and researchers are discussed.
... Lessons were developed weekly by a team of developers at the CED Group and were based on recent news articles (i.e., texts that had been issued the week before) about subjects related to students' everyday life (e.g., sugar in energy drinks, abdication of the Dutch queen, or 20 years of text messaging). The use of topical, interesting texts was assumed to increase students' task motivation (Guthrie & Wigfield, 2000;Schiefele, 1999). The teachers could download the lessons from the program website (www.nieuwsbegrip.nl) and were made available every Monday evening of the week. ...
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Prior studies suggest that teaching reading strategies promotes reading comprehension in adolescents who have difficulties with reading comprehension, yet the results of those studies are mixed. Individual differences in students’ vocabulary knowledge may explain these mixed results. This article examines to what extent vocabulary knowledge influences the effect of a two-year intervention program focused on teaching reading strategies to adolescents with low academic achievement in the Netherlands. We hypothesized that students (N = 310) with different levels of vocabulary knowledge would respond differently to the treatment, given that vocabulary knowledge is an important factor in reading comprehension. Results showed that vocabulary knowledge moderated the effect of the treatment, suggesting that low vocabulary knowledge negatively affected the impact of an intervention focused on reading strategies. Vocabulary knowledge, thus, emerges as a prerequisite for the successful leveraging of a reading strategy intervention. Students with low vocabulary knowledge may experience cognitive overload when attempting to apply newly learned reading strategies while simultaneously trying to find out the meaning of multiple unfamiliar words needed for successful application of reading strategies.
... In the literature on interest, a core distinction is made between individual interest and situational interest (Hidi, 2001;Renninger & Hidi, 2011. Individual interest refers to a person's habitual interest in a specific domain, while situational interest is a more short-lived state that is induced by characteristics of the environment (Hidi, 2001;Renninger & Hidi, 2011Schiefele, 1999Schiefele, , 2012. A debate exists as to whether topic interest is a form of individual interest or situational interest, with some researchers believing it can be an indicator of both types of interest (Hidi, 2001;Renninger & Hidi, 2016;Schiefele, 2012). ...
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This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading behavior of 92 students in higher education. The results revealed that during first-pass regressive reading, nonrefutation-text readers, compared with refutation-text readers, read topic sentences longer, indicating the correct scientific information. Concluding sentences, summarizing the correct scientific information, were reread for longer by refutation-text readers. With increasing prior knowledge, refutation texts were read more slowly than nonrefutation texts during first-pass reading. A higher text-based interest increased rereading time in the refutation text and decreased rereading time in the nonrefutation text. This study advances present knowledge in the field by demonstrating that the interaction between text and reader characteristics affects attention allocation in reading and comprehension.
... Personal interest is topic specific, persists over time and includes latent interest and actualised interest (Krapp et al., 1992;Schraw, 1994). Latent interest is regarded as a long-term orientation towards a particular topic, which is a dispositional state that influences cognitive engagement, whereas actualised interest is regarded as a topicspecific motivational state that determines individual engagement style in a learning activity (Schiefele, 1996(Schiefele, , 1999Schraw, 1994Schraw, , 1998. Situational interest concerns information that is of temporary value, environmentally activated and context-specific, which includes text-based interest, task-based interest and knowledge-based interest (Hidi & Anderson, 1992;Schraw & Lehman, 2001). ...
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In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.
... 2.5.1 Interest and Autonomy. When students show a high level of interest in a certain class, they tend to have positive evaluations [6,47,56]. Meanwhile, autonomous students engage in learning affectively, because they feel a sense of ownership and responsibility for their class work [43]. ...
Article
The outbreak of COVID-19 forced schools to swiftly transition from in-person classes to online or remote offerings, making educators and learners alike rely on online videoconferencing platforms. Platforms like Zoom offer audio-visual channels of communication and include features that are designed to approximate the classroom experience. However, it is not clear how students' learning experiences are affected by affordances of the videoconferencing platforms or what underlying factors explain the differential effects of these affordances on class experiences of engagement, interaction, and satisfaction. In order to find out, we conducted two online survey studies: Study 1 (N = 176) investigated the effects of three types of videoconferencing affordances (i.e., modality, interactivity, and agency affordances) on class experience during the first two months after the transition to online learning. Results showed that usage of the three kinds of affordances was positively correlated with students' class engagement, interaction, and satisfaction. Perceived anonymity, nonverbal cues, and comfort level were found to be key mediators. In addition, students' usage of video cameras in class was influenced by their classmates. Study 2 (N = 256) tested the proposed relationships at a later stage of the pandemic and found similar results, thus serving as a constructive replication. This paper focuses on reporting the results of Study 1 since it captures the timely reactions from students when they first went online, and the second study plays a supplementary role in verifying Study 1 and thereby extending its external validity. Together, the two studies provide insights for instructors on how to leverage different videoconferencing affordances to enhance the virtual learning experience. Design implications for digital tools in online education are also discussed.
... Personal interest in a task or domain tends to be stable because it arises from individual preferences or predispositions, whereas situational interest arises from specific task characteristics (Hidi, 1990;Hidi & Baird, 1986;Hidi & Harackiewitcz, 2000); thus, an individual may have little interest in writing stories, but an assignment that specifies writing a first-person narrative of a personal hero may spark their interest. Interest reflects, in part, the personal significance or value attached to a task (Schiefele, 1999;Wigfield & Eccles, 1992). According to Eccles (1987), value can be broken down into attainment value (i.e., the relevance of the task), intrinsic value (i.e., the extent to which the task presents a challenge, invites curiosity, and permits a sense of control and mastery), utility value (i.e., the importance of the task), and cost (i.e., how much anxiety, effort, and loss are associated with the task). ...
Article
Our goal in this study is to expand the limited research on writer profiles using the advantageous model-based approach of latent profile analysis and independent tasks to evaluate aspects of individual knowledge, motivation, and cognitive processes that align with Hayes’ (1996) writing framework, which has received empirical support. We address three research questions. First, what latent profiles are observed for late elementary writers using measures aligned with an empirically validated model of writing? Second, do student sociodemographic characteristics—namely grade, gender, race, English learner status, and special education status—influence latent profile membership? Third, how does student performance on narrative, opinion, and informative writing tasks, determined by quality of writing, vary by latent profiles? A five-profile model had the best fit statistics and classified student writers as Globally Weak, At Risk, Average Motivated, Average Unmotivated, and Globally Proficient. Overall, fifth graders, female students, White students, native English speakers, and students without disabilities had greater odds of being in the Globally Proficient group of writers. For all three genres, other latent profiles were significantly inversely related to the average quality of papers written by students who were classified as Globally Proficient; however, the Globally Weak and At Risk writers were not significantly different in their writing quality, and the Average Motivated and Average Unmotivated writers did not significantly differ from each other with respect to quality. These findings indicate upper elementary students exhibit distinct patterns of writing-related strengths and weaknesses that necessitate comprehensive yet differentiated instruction to address skills, knowledge, and motivation to yield desirable outcomes.
... Together, this study model investigates the psychological effects of self-usage of the three sets of affordances and other-usage of the modality affordance of video camera upon learners' online class experience. When students show a high level of interest in a certain class, they tend to have positive evaluations [45,46,47]. Meanwhile, autonomous students engage in learning affectively, because they feel a sense of ownership and responsibility for their class work [48]. ...
Preprint
The outbreak of COVID-19 forced schools to swiftly transition from in-person classes to online or remote offerings, making educators and learners alike rely on online videoconferencing platforms. Platforms like Zoom offer audio-visual channels of communication and include features that are designed to approximate the classroom experience. However, it is not clear how students' learning experiences are affected by affordances of the videoconferencing platforms or what underlying factors explain the differential effects of these affordances on class experiences of engagement, interaction, and satisfaction. In order to find out, we conducted two online survey studies: Study 1 (N = 176) investigated the effects of three types of videoconferencing affordances (i.e., modality, interactivity, and agency affordances) on class experience during the first two months after the transition to online learning. Results showed that usage of the three kinds of affordances was positively correlated with students' class engagement, interaction, and satisfaction. Perceived anonymity, nonverbal cues, and comfort level were found to be the key mediators. In addition, students' usage of video cameras in class was influenced by their classmates. Study 2 (N = 256) tested the proposed relationships at a later stage of the pandemic and found similar results, thus serving as a constructive replication. This paper focuses on reporting the results of Study 1 since it captures the timely reactions from students when they first went online, and the second study plays a supplementary role in verifying Study 1 and thereby extending its external validity. Together, the two studies provide insights for instructors on how to leverage different videoconferencing affordances to enhance the virtual learning experience. Design implications for digital tools in online education are also discussed.
... This study sought to determine that this relationship is also valid in the current research group. In addition, based on the curiosity dimension of intrinsic motivation, it was assumed that prior knowledge would mediate the effect of reading for interest on reading comprehension since students who read in line with their interests are more knowledgeable about topics and understand texts better (Guthrie, 1981;Guthrie et al., 2007;Tobias, 1984;Schiefele, 1999Schiefele, , 2009). Moreover, Wu and Zumbo (2008) indicated that a mediator should be a variable such as cognitive and affective states that change within a person, whereas a moderator is qualified as a variable such as relatively stable trait, unchangeable background, or peripheral factors. ...
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Reading comprehension is a complex skill requiring both cognitive and motivational processes. Students with learning disabilities (LD) have more issues with reading comprehension than those without. It is therefore necessary to examine whether intrinsic motivation and other cognitive factors are also effective for students with LD. This study examines the extent to which the mediating effects of reading fluency, strategies or prior knowledge change the relationship between intrinsic motivation and reading comprehension in those both with and without LD. Participants of the research were 226 Turkish secondary school students, 113 with LD and 113 without. A multisample, parallel multiple mediation analysis was used to analyse the data. Findings were as follows: strategies and prior knowledge mediated the relationship between intrinsic motivation and reading comprehension in both groups, however, reading fluency was not mediated. The direct effects of the mediating variables did not differ between the groups and the direct effect of intrinsic motivation on reading comprehension was insignificant in both groups. These results show that a combination of interventions designed to increase intrinsic motivation and reading achievement is also beneficial for the reading comprehension of students with LD.
... Personal interest in a task or domain tends to be stable because it arises from individual preferences or predispositions, whereas situational interest arises from specific task characteristics (Hidi, 1990;Hidi & Baird, 1986;Hidi & Harackiewitcz, 2000); thus, an individual may have little interest in writing stories, but an assignment that specifies writing a first-person narrative of a personal hero may spark their interest. Interest reflects, in part, the personal significance or value attached to a task (Schiefele, 1999;Wigfield & Eccles, 1992). According to Eccles (1987), value can be broken down into attainment value (i.e., the relevance of the task), intrinsic value (i.e., the extent to which the task presents a challenge, invites curiosity, and permits a sense of control and mastery), utility value (i.e., the importance of the task), and cost (i.e., how much anxiety, effort, and loss are associated with the task). ...
Preprint
Our goal in this study is to expand the limited research on writer profiles using the advantageous model-based approach of latent profile analysis and independent tasks to evaluate aspects of individual knowledge, motivation, and cognitive processes that align with Hayes’ (1996) writing framework, which has received empirical support. We address three research questions. First, what latent profiles are observed for late elementary writers using measures aligned with an empirically validated model of writing? Second, do student sociodemographic characteristics—namely grade, gender, English learner status, and special education status—influence latent profile membership? Third, how does student performance on narrative, opinion, and informative writing tasks, determined by quality of writing, vary by latent profiles? A five-profile model had the best fit statistics and classified student writers as Globally Weak, At Risk, Average Motivated, Average Unmotivated, and Globally Proficient. Overall, fifth graders, female students, students without disabilities, and native English speakers had greater odds of being in the Globally Proficient group of writers. For all three genres, other latent profiles were significantly inversely related to the average quality of papers written by students who were classified as Globally Proficient; however, the Globally Weak and At Risk writers were not significantly different in their writing quality, and the Average Motivated and Average Unmotivated writers did not significantly differ from each other with respect to quality. These findings indicate upper elementary students exhibit distinct patterns of writing-related strengths and weaknesses that necessitate comprehensive yet differentiated instruction to address skills, knowledge, and motivation to yield desirable outcomes.
... This study aims to investigate maintained situational interest, as conceptualised in the person-object theory of interest (Krapp, 2002;Schiefele, 1999Schiefele, , 2009). This means that value valences are integral parts of the concept of interest, not separate concepts, as utility value is in expectancy-value theory. ...
Article
This study investigates upper secondary students’ situational interest in a collaborative citizen science programme that involves genetic monitoring of freshwater fauna by analysing environmental DNA (eDNA) extracted from local pond water. The programme was attended by a sample that comprised 1879 students (Mage = 18.15, SD = 1.94) from 105 classes. The results indicate that students were excited by the highly sophisticated laboratory procedure. However, the most important finding was that students’ own contributions in terms of collecting and analysing samples had only a small predictive effect on their interest. I hypothesise that this is because students participating in citizen science programmes as part of their science classes are governed by curricular requirements, and thus by extrinsic goals (i.e. ‘mandatory volunteerism’). Thus, they may not be convinced that they are actually contributing to research, but instead may feel that they are participating in a curricular learning design. Furthermore, such educational programmes generally offer a low level of ownership, as the student has little or no involvement in the personalising tasks based on individual interests. This raises the question of whether citizen science educational programmes actually support the internalisation of values and thus interest.
... Naturally, over time, the bases for items and measures used have evolved along with how our understanding of interest has evolved (Renninger and Hidi, 2016). Preceding Hidi and Renninger's four-phase model, self-report inventories were grounded in theories such as interest as an affective and dispositional state , the expectancy-value framework (Eccles et al., 1983;Eccles et al., 1993), interest as something that can be triggered, situational, and personal (e.g., Schraw et al., 1995;Ainley et al., 2002), interest as feeling and value Schiefele, 1999), conceptualization of interest as a multidimensional construct related to self-determination theory (Deci, 1992), interest as a part of the Cognitive-Motivational Process Model (Vollmeyer and Rheinberg, 2000), appraisal theory of interest (Silvia, 2006;Silvia, 2010), and selfconcept theory (Marsh et al., 2005). Other measures have evolved with theories complementary to the four-phase model, such as work focused on the triggering, feeling, and value of interest (Linnenbrink-Garcia et al., 2010). ...
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The Tromsø Interest Questionnaire (TRIQ) is the first suite of self-report subscales designed for focused investigations on how interest is experienced in relation to Hidi and Renninger’s four-phase model of interest development. In response to the plethora of varied interest measures that already exist in terms of theoretical grounding, form, and tested quality, the TRIQ subscales were designed with a consistent form to measure general interest, situation dependence, positive affect, competence level, competence aspirations, meaningfulness, and self-regulation answered in relation to some object of interest. Two studies testing the subscales’ performance using different objects of interest (self-chosen “object-general,” and prespecified “object-specific”) provide evidence of the subscales’ internal consistency, temporal reliability, and phase-distinguishing validity. Patterns across the two studies demonstrate that the TRIQ is a sufficiently reliable and valid domain-tailorable tool that is particularly effective at distinguishing phase 1 (triggered situational) from phase 4 (well-developed individual) interest. The findings raise interesting questions for further investigation about the distinction and distance between all interest phases, the push-pull factors that influence how interests evolve and additional subscales to add to the suite.
Article
The relationship between individual interest and knowledge acquisition is debatable. Traditional beliefs and theories tend to conceive individual interest as the driving force of knowledge acquisition. In contrast, some scholars recently started to show that individual interest was not the driver, but the outcome of knowledge acquisition. The purpose of this study was to examine the relationship between individual interest and motor skill acquisition using a cross-lagged panel analysis study (study 1) and two quasi-experiments (study 2). 66 sixth-grade students participated in study 1 and 68 students participated in study 2. Because of the content-specific nature of individual interest, jump rope (JR) was used as the content in both studies. Study 1 showed that Time 1 JR skill level significantly predicted Time 2 JR interest, while Time 1 JR interest did not significantly predict Time 2 JR skill level (the time interval between these two-time points was five weeks). Study 2 showed that there was no significant difference between low-interest and high-interest groups for their post-test JR skill scores with their pre-test JR skill being controlled; however, there was a significant difference between low-skill and high-skill group for their post-test individual interest scores with their pre-test JR interest being controlled. The results support that individual interest may be an outcome, not a cause, of motor skill acquisition.
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People regularly encounter situations in which they have to engage in tasks they find boring or irrelevant, in which case their autonomy—the need to act in ways that are meaningful for oneself—is impeded. When there is no motivational support available, individuals need to find ways to overcome their motivational barriers by themselves. Applying autonomy-regulation strategies may be effective for increasing autonomy and particularly the more adaptive types of motivation (i.e., intrinsic and internalized). Testing this idea, we investigated whether individuals apply self-supportive strategies to boost their feelings of autonomy and motivation in two studies via cross-sectional survey samples (overall N = 2,344). We analyzed how autonomy regulation strategies were associated with theoretically related variables via Structural Equation Modeling (SEM). In Study 1, the self-reported use of autonomy regulation strategies was strongly positively associated with intrinsic and internalized types of motivation, weakly positively correlated with introjected avoidance motivation, and not associated with external motivation. In Study 2, we introduced two dilemmas concerning motivational problems individuals face when engaging in tasks and being assigned a task, respectively. Results indicate that individuals report using general strategies of autonomy regulation to achieve fulfillment of autonomy and intrinsic motivation, next to more specific autonomy regulation strategies regarding specific dilemmas. Our results show that it would be worthwhile to investigate if stimulating individuals to use autonomy regulation strategies would positively affect their motivation (e.g., in job or study contexts), and that in doing so, it is important to consider both specific context effects on autonomy regulation as well as individual preferences for general strategies used to regulate one’s autonomy.
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Intrinsically motivated information seeking is an expression of curiosity believed to be central to human nature. However, most curiosity research relies on small, Western convenience samples. Here, we analyze a naturalistic population of 482,760 readers using Wikipedia’s mobile app in 14 languages from 50 countries or territories. By measuring the structure of knowledge networks constructed by readers weaving a thread through articles in Wikipedia, we replicate two styles of curiosity previously identified in laboratory studies: the nomadic “busybody” and the targeted “hunter.” Further, we find evidence for another style—the “dancer”—which was previously predicted by a historico-philosophical examination of texts over two millennia and is characterized by creative modes of knowledge production. We identify associations, globally, between the structure of knowledge networks and population-level indicators of spatial navigation, education, mood, well-being, and inequality. These results advance our understanding of Wikipedia’s global readership and demonstrate how cultural and geographical properties of the digital environment relate to different styles of curiosity.
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Although there is general consensus concerning the importance and function of interest in our daily lives, there is little agreement about its nature. Four studies of increasing ecological validity (total N = 993) were carried out to compare two different characterizations of interest in terms of the key appraisals involved. The findings indicate that while a two-appraisal model is suitable to explain the interest we can feel towards simple stimuli, a more complex model may better capture the nature of interest in the real world. Further analysis suggested the contrasting previous results could be resolved by arguing that previous models of interest capture different types of interest. This novel finding represents a promising first step towards a more definitive definition of interest, and suggests that while interest may always be related to motivating exploration, learning and general well-being, researchers should be more precise about the type of interest to which they refer.
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Natural language processing (NLP) has made significant leaps over the past two decades due to the advancements in machine learning algorithms. Text classification is pivotal today due to a wide range of digital documents. Multiple feature classes have been proposed for classification by numerous researchers. Genre classification tasks form the basis for advanced techniques such as native language identification, readability assessment, author identification etc. These tasks are based on the linguistic composition and complexity of the text. Rather than extracting hundreds of variables, a simple premise of text classification using only the text feature of parts-of-speech (PoS) is presented here. A new dataset gathered from Project Gutenberg is highlighted in this study. PoS analysis of each text in the created dataset was carried out. Further grouping of these texts into fictional and non-fictional texts was carried out to measure their classification accuracy using the artificial neural networks (ANN) classifier. The results indicate an overall classification accuracy of 98 and 35 % for the genre and sub-genre classification, respectively. The results of the present study highlight the importance of PoS not only as an important feature for text processing but also as a sole text feature classifier for text classification.
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Sourcing and intertextual integration skills are critical to the development of young stu-dents' digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author's expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author's competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.
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How willing to participate in supplemental reading intervention programs are young dual language learners (DLLs)? Here we employ a qualitative case study design to consider two kindergarten and one first-grade DLLs’ motivation for doing reading tasks within a school-based, pull-out, English-only, reading intervention. Focal children’s motivation-related perceptions were elicited with two participatory interviews. Responses were compared with adults’ evaluations of the children’s behavioral engagement specific to the intervention. All DLLs shared their perceived benefits and costs of intervention involvement and made recommendations for improvement. Exercising autonomy within the intervention was found to be motivating for all children. The degree to which the intervention supported DLLs in sustaining valued connections with friends, family, and teachers also appeared to have a significant influence on motivation. The findings align with and extend existing literature that explores the reading motivation of older DLLs and young monolingual English speakers' motivations for reading within intervention programs. Collectively, findings imply that motivation theory and research, along with DLLs' own program-specific feedback, should inform intervention design and delivery.
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The literature on cognitive processing and strategic processing is murky with regard to how these types of processing influence learning. One reason for this is that the frameworks used to investigate these relations have separately focused on different aspects related to cognitive processing with little integration between them. To address these issues, we discuss why this may have happened, and the obstacles to integrating multiple models, and give three exemplars of how integrated models can help untangle the relations between cognitive processing and learning. Specifically, we highlight the Model of Domain Learning, Self-regulated Learning, and Approaches to Learning. Our goal in developing these integrations is to provide researchers with a more complex, dynamic way to evaluate the role of cognition in learning.
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Bu çalışmada, Ağrı Kapalı Ceza İnfaz Kurumunda bulunan hükümlü ve tutukluların yazma motivasyonlarını etkileyen faktörler incelenmiştir. Araştırma, sınırlandırılmış alanlar olarak ceza infaz kurumundaki mahkûmlar için önemli bir iletişim aracı olan yazma motivasyonu üzerindeki etkili faktörleri tespit etmeyi ve mahkûmların motivasyon profillerini karakterize etmeyi amaçlamaktadır. Mahkûmların yazma motivasyonu karakterize edilirken Wigfield ve Guthrie (1997) tarafından geliştirilen “Okuma Motivasyonu Ölçeğinin” Durmuş (2014) Türkçe uyarlanmış hâlinden faydalanılmıştır. Bir açımlayıcı faktör analizi çalışması olan araştırmada yazma motivasyonu üzerinde etkili olan değer, haz ve benlik algısı arasındaki puanlar benzer olmasına rağmen, yazmanın değer boyutu diğer iki motivasyon profiline göre pozitif yönde farklılaştığı tespit edilmiştir. Mahkûmlara, özerk ortamlarda yazma fırsatı verildiğinde metinsellik açısından daha yetkin eserler ortaya çıkarmaları sağlanabilir.
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We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elementary schools (N = 2,952 students; N = 144 teachers) were randomly assigned to a treatment or control group. Over 12 months, the treatment group students participated in (a) spring Grade 1 thematic content literacy lessons in science and social studies followed by wide reading of thematically related informational texts during summer, and (b) fall to spring Grade 2 thematic content literacy lessons in science. After implementation of Grade 1 thematic content literacy lessons and summer support for reading, treatment group students experienced smaller summer losses on a domain-general measure of reading than control group students. Following the sustained implementation of thematic content literacy lessons in science through Grade 2, treatment group students also outperformed their control group peers on a science content reading comprehension outcome (ES = .18). Furthermore, we found transfer effects on science content reading comprehension that varied by passage-item type (near-, mid-, and far-transfer passages determined by the inclusion and number of directly taught words in passages). A sustained content literacy intervention that aligns content and instruction across grades can help students transfer knowledge to novel reading comprehension tasks.
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In this chapter a theory of motivation and emotion developed from an attributional perspective is presented. Before undertaking this central task, it might be beneficial to review the progression of the book. In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures. Studies reviewed in Chapter 2 revealed a large number of causal ascriptions within motivational domains, and different ascriptions in disparate domains. Yet some attributions, particularly ability and effort in the achievement area, dominate causal thinking. To compare and contrast causes such as ability and effort, their common denominators or shared properties were identified. Three causal dimensions, examined in Chapter 3, are locus, stability, and controllability, with intentionality and globality as other possible causal properties. As documented in Chapter 4, the perceived stability of a cause influences the subjective probability of success following a previous success or failure; causes perceived as enduring increase the certainty that the prior outcome will be repeated in the future. And all the causal dimensions, as well as the outcome of an activity and specific causes, influence the emotions experienced after attainment or nonattainment of a goal. The affects linked to causal dimensions include pride (with locus), hopelessness and resignation (with stability), and anger, gratitude, guilt, pity, and shame (with controllability).
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For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product."
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In this investigation, we analyzed the role domain knowledge, analogic reasoning ability, and interactive knowledge play in the comprehension of scientific exposition. Data from three experiments involving sixth graders, high-school students, and college undergraduates are examined via regression and discriminant analysis procedures. The dependent variables in these analyses were student scores on expository passages on topics in human biology/immunology each prepared in two versions: with and without supporting analogy. The independent variables were subjects' performance on: (a) multiple-choice tests of human biology/immunology terminology (domain knowledge test), (b) figural analogy items from the Advanced Progressive Matrices (analogic reasoning test), and (c) A:B::C:? analogy problems composed of human biology/human immunology terms (interactive knowledge test). Results showed that the variables predicting performance on the nonanalogic and analogic versions and the variables discriminating between above-average and below-average performers differed across the grade levels with less integration of content knowledge and analogic reasoning ability occurring for college students. Implications of these results for theory and practice are discussed.
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The purpose of the research program described here was to investigate college students' approaches to learning, and to determine the extent to which these reflected the effects of teaching and assessment demands rather than representing relatively stable characteristics of the individual learners. There were six main areas within the program: (1) the measurement of approaches to and styles of studying; (2) the exploration of the cognitive skills, cognitive styles, and personality characteristics underlying different approaches to studying; (3) the extension of Marton's work on reading academic articles; (4) the identification of students' perceptions of the academic 'climate' of departments; (5) the use of interviews to investigate students' strategies in carrying out particular types of academic task; and (6) an investigation of how contrasting academic contexts appear to affect the approaches to studying adopted by students in those departments. Details of each of these areas of research are presented. (BW)
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This study tested whether students who learned with an active orientation would be more intrinsically motivated to learn and would learn more than students who learned with a passive orientation. The active orientation was created by having subjects learn material with the expectation of teaching it to another student; the passive orientation was created by having subjects learn the same material with the expectation of being tested on it. The results indicate that subjects who learned in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than subjects who learned in order to be examined. The two groups were equal, however, in their rote learning scores. The effects of exposure to the material were ruled out as an explanation because the two groups reported spending equal time with the material. The results are discussed in terms of intrinsic motivation theory.
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The translation of this volume has been a long and sometime arduous journey giving nearly literal meaning to the Latin term translatus, meaning to carry across. In fact, it required many journeys both geographically, between Canada and Germany, and fig­ uratively, between German and English language, thought, and culture; between the mind of a German professor and that of his American colleague. Whether or not it was all worthwhile must be left to the reader's judgment, but let me outline the rationale for embarking on this venture. When the first German edition of this book appeared in 1980 it was acclaimed not only by German scholars but by those outside the German-speaking community as well. In fact, it received extremely favorable reviews, even in English-language journals, which is unusual for a foreign text. It was recognized that this was far more than just another text book on motivation. For one thing, it exposed and examined the multi­ faceted roots that have contributed to contemporary theory and research in motivation. The author skillfully examined the motivational concepts, theories, and research that have emanated from many areas of psychology such as learning theory, social psychol­ ogy, personality, psychoanalysis, and clinical psychology.
Book
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.
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Sixty-six studies were reviewed that met several a priori criteria. Specifically, the studies had to be empirical investigations that related to a particular academic domain and that involved connected discourse presented either in traditional written form or on computer. In addition, the studies had to incorporate some measure of both knowledge and interest. The resulting body of literature was first summarized and analyzed in terms of the domains chosen, the subjects selected, the nature of the texts used, the manner in which knowledge and interest were assessed, and the principal outcomes reported. Next, from this analysis, six premises were proposed as guides for future research and practice. Finally, concluding remarks were advanced that address the overall significance of text-processing research that interactively considers the domain of knowledge and the interest of the reader.
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It is argued that interest is central in determining how we select and persist in processing certain types of information in preference to others. Evidence that shows that both individual and text-based interest have a profound facilitative effect on cognitive functioning and learning is reviewed. Factors that contribute to text-based interest are discussed, and it is suggested that interest elicits spontaneous, rather than conscious, selective allocation of attention. It is further proposed that the psychological and physiological processes associated with interesting information have unique aspects not present in processing information without such interest. Current advances in neuro-cognitive research show promise that we will gain further knowledge of the impact of interest on cognitive functioning and that we will finally be in a position to integrate the physiological and psychological aspects of interest.
Chapter
The choice of the three topics covered in this chapter is suggested by the parallel between the traditional Indian view of jīva or person as who knows (jnatā), enjoys/suffers (bhoktā) and acts as an agent (kartā) on the one hand, and the trilogy of cognition, emotion and volition in modern psychology on the other. In view of the vast material on the nature of cognition found in the writings of many schools of Indian thought, only the views of Śaṅkara’s Advaita are discussed here in some detail. Placing his views against the backdrop of the world view of the Vedas and the Upaniṣads, Śaṅkara points out the inherent limitations of the human cognitive apparatus. There is a natural tendency to understand new experience in light of old, which limits what is given in experience, while the tendency to add elements based on past experience leads to distortion. The constructivist notions of cognition in the Advaita are pointed out, and the Advaitic meditation is explained in terms of cognitive deconstruction of the ego. Moving to traditional Indian views of emotion, the concept of rasa, or aesthetic moods in Bharata’s dramaturgical thesis is explained. Given that the dramatic presentation of emotions often leads to a simultaneously shared experience of members of the audience, the transformation of emotion in aesthetic moods is recognized as a trans-individual phenomenon. We then explain how dramaturgical insights about the nature of emotions are used in explaining the nature of spiritual development in religious devotion. The last third of the chapter discusses Indian views of volition within the context of the Doctrine of karma, and the principles underlying karma-yoga primarily following the Bhagavad-Gītā. Finally we interpret the principles underlying karma-yoga in light of relevant concepts in contemporary psychology.
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Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing 'repair work' with students who have become discouraged or disaffected learners. © 1997 Th e McGraw-Hill Companies, Inc. © 2004 Lawrence Erlbaum Associates, Inc.
Article
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.
Chapter
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.
Article
Written specifically for teachers, Motivating Students to Learn offers a wealth of research-based principles on the subject of student motivation for use by classroom teachers. Now in its fourth edition, this book discusses specific classroom strategies by tying these principles to the realities of contemporary schools, curriculum goals, and classroom dynamics. The authors lay out effective extrinsic and intrinsic strategies to guide teachers in their day-to-day practice, provide guidelines for adapting to group and individual differences, and discuss ways to reach students who have become discouraged or disaffected learners. This edition features new material on the roles that classroom goal setting, developing students' interest, and teacher-student and peer relationships play in student motivation. It has been reorganized to address six key questions that combine to explain why students may or may not be motivated to learn. By focusing more closely on the teacher as the motivator, this text presents a wide range of motivational methods to help students see value in the curriculum and lessons taught in the classroom.
Article
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
Article
In a comprehensive review of the literature containing correlations among affect, ability, and achievement in science—and between each of these variables and gender—findings were synthesized quantitatively with a view to determining the size and direction of relationships as well as the degree to which the relationships were modified by gender, level in school, and content area within science. Retrieved from 66 articles and reports, the data base consisted of 255 correlations. We found that boys' and girls' science achievement is positively related to affect, but the relationship is weaker than was expected; science achievement correlates more strongly with cognitive abilities than with affect. In both boys and girls, affect is more strongly related to achievement level than to cognitive abilities. The data suggest that boys achieve slightly better than girls in science, and they tend to possess slightly more cognitive ability. In some content areas within science, boys demonstrate more positive affect than do girls; in other content areas the reverse is true.
Article
Recent research has indicated that how interesting a text is will affect students' cognitive performance. This kind of "interestingness," or text-based interest, was the focus of the study. More specifically, the authors attempted to develop strategies to create text-based interest in expository texts used in schools in order to improve children's recall. Three versions of a single text were constructed utilizing three interest-evoking strategies. All fourth- and sixth- grade students in one suburban school were randomly assigned to study and recall one of the versions. Although overall recall was relatively high across the three text versions as compared with recall of standard texts in an earlier study, the strategies did not result in any significant difference in recall. However, children's interest ratings indicated that two of the three strategies resulted in increased subjective interest. A content analysis performed on the recall protocols showed that the interest-evoking strategies were most effective in increasing children's recall of concrete, specific, or personally involving information, and did not enhance the acquisition of more abstract, general, or scientific information. /// [French] Des recherches rècentes ont montré que le niveau d'intérêt suscité par un texte influence la performance cognitive des lecteurs. La présente recherche met l'accent sur cette question. Plus spécifiquement, les auteurs ont tenté de mettre au point des stratégies pour stimuler l'intérêt envers des textes informatifs utilisés à l'école, en vue d'améliorer leur compréhension. Trois versions d'un même texte ont été construites, chacune exploitant une stratégie susceptible d'éveiller l'intérêt des enfants. Tous les enfants de quatrième et de sixième année d'une même école, furent assignés au hazard à chacune des trois conditions expérimentales, soit étudier et rappeler une des versions du texte. Bien que les rappels des trois versions du texte furent relativement élevés comparativement aux rappels de textes standards, aucun effet ne pu être attribué aux stratégies utilisées. Toutefois, l'évaluation par les enfants de l'intérêt des trois textes montra que deux des stratégies contribuèrent à augmenter l'intérêt. Une analyse de contenu appliquée sur les protocoles de rappel permit de voir que les stratégies utilisées ont contribué à augmenter le rappel des informations à caractère concret, spécifique et personnel et n'ont pas influencé le rappel des informations de type abstrait, général ou scientifique. /// [Spanish] Investigación reciente ha indicado que dependiendo de qué tan interesante sea un texto, esto afectará la comprensión y recuerdo de ese texto por los estudiantes. Este tipo de interés basado en el texto (text-based interest) fue el foco de este estudio. Más específicamente, los autores intentaron desarrollar estrategias para crear interés en textos expositorios usados en escuelas y para mejorar el recuerdo del texto por los niños. Se construyeron tres versiones de un solo texto utilizando tres estrategias para evocar interés. Todos los estudiantes de cuarto y sexto grado en una escuela fueron asignados al azar a estudiar y recordar una de las tres versiones. Aunque el recuerdo total fue relativamente alto a través de las tres versiones del texto comparado con los textos estándares, las estrategias para evocar interés no dieron como resultado diferencias significativas en el recuerdo. Sin embargo, las calificaciones en el interés de los niños indicaron que dos de las tres estrategias resultaron en un incremento del interés subjetivo. Un análisis de contenido llevado a cabo en los protocolos de recuerdo demostró que las estrategias para evocar interés fueron más efectivas en incrementar el recuerdo de información concreta, específica o de involucración personal y no aumentaron la adquisición de información más abstracta, general o científica. /// [German] Jüngere forschungen haben gezeigt, daß der Interessegehalt eines Textes das Leseverständnis und die Nacherzählleistung der Schüler beeinflussen wird. Diese Art Textinteresse stand im Mittelpunkt des Beitrages. Im einzelnen versuchten die Autoren, Strategien zu entwickeln, um Interesse an Erörterungstexten, die in Schulen verwendet werden, zu erwecken und dadurch die Nacherzählleistungen seitens der Schüler zu verbessern. Unter Verwendung von drei interessenweckenden Strategien wurden drei Versionen eines Textes konstruiert. Alle Schüler der vierten und sechsten Klasse einer Schule wurden wahllos angewiesen, sich mit einer der drei Versionen zu befassen und sie nachzuerzählen. Obwohl die Gesamtnacherzählleistung der drei Textversionen im Vergleich zum Standardtext relativ hoch war, resultierten die interessenweckenden Strategien nicht in bemerkenswerte Unterschiede bei der Nacherzählung. Angaben der Kinder hinsichtlich des persönlichen Interesses an einem Text zeigten jedoch, daß zwei der drei Strategien ein erhöhtes subjektives Interesse zur Folge hatten. Durch eine inhaltliche Analyse der Nacherzählprotokolle wurde festgestellt, daß die interessenerweckenden Strategien am effektivsten waren, wenn es sich um die Nacherzählung konkreter, spezifischer oder persönlichkeitsbezogener Informationen handelte, und daß der Erwerb abstrakterer, allgemeinerer oder wissenschaftlicherer Informationen durch diese Strategien nicht gefördert wurde.
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