Interest, Flow and Learning Strategies How the Learning Context Affects the Moderating Function of Flow

Autor/inn/en	Schweder, Sabine; Raufelder, Diana
Titel	Interest, Flow and Learning Strategies How the Learning Context Affects the Moderating Function of Flow
Quelle	In: Journal of Educational Research, 114 (2021) 2, S.196-209 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1887066
Schlagwörter	Learning Strategies; Context Effect; Secondary School Students; Grade 6; Grade 7; Early Adolescents; Psychological Needs; Persistence; Student Interests; Public Schools; Rural Areas; Self Management; Educational Environment; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausdauer; Studieninteresse; Public school; Öffentliche Schule; Rural area; Ländlicher Raum; Selbstmanagement; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Deutschland
Abstract	Using a sample of 787 German students in 6th/7th grades (M[subscript age] = 12.9; SD = 0.70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow experience. The results of the multi-group structural equation models show that students in making (SDL) experience more interest, flow, elaboration, and persistence. No differences were found in terms of control strategies. In SDL, flow positively moderates the relations between interest and learning strategies. In TDL, all relations between interest and learning strategies are negatively moderated and indicate restrictive learning context conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01