Literaturnachweis - Detailanzeige
| Autor/inn/en | Rotgans, Jerome I.; Schmidt, Henk G. |
|---|---|
| Titel | How Individual Interest Influences Situational Interest and How Both Are Related to Knowledge Acquisition: A Microanalytical Investigation |
| Quelle | In: Journal of Educational Research, 111 (2018) 5, S.530-540 (11 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| DOI | 10.1080/00220671.2017.1310710 |
| Schlagwörter | Student Interests; Learner Engagement; Elementary School Students; Secondary School Students; Path Analysis; Learning; Influences; Foreign Countries; Elementary School Science; Science Instruction; History Instruction; Questionnaires; Structural Equation Models; Statistical Analysis; Singapore |
| Abstract | The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N = 186) and secondary school history students (N = 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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