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Abstract
Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.
... It impacts the direction, intensity, and persistence of action (Su, 2020) and can also interfere with goal-directedbehavioursandstrategyuse(eg,Sorić&Palekčić,2009). Schiefele (1991) explicitly proposes that the relationship between learner characteristics, such as individual interest, and learning outcomes is mediated by emotion and cognitive processes, including self-regulation. ...
... According to Schiefele (1991), individual interest consists of two components: feeling-related and value-related valences. The former pertains to positive feelings, such as enjoyment, that are associated with an object or activity, while the latter pertains to the personal significance and value that the individual attributes to it. ...
... The former pertains to positive feelings, such as enjoyment, that are associated with an object or activity, while the latter pertains to the personal significance and value that the individual attributes to it. As the measure of individual interest needs to relate directly to the topic (Schiefele, 1991), we developed a construct of six items (MDEPI: a = 0.90; n = 6) to assess the participants' feeling-and value-related valences towards using digital English resources to pursue personal interest. Sample survey items were 'Learning and doing things of personal interest through using English online and digital resources is fun'; 'Pursuing personal interests through using English online and digital resources is beneficial'; and 'learning and doing things of personal interest through using English online and digital resources is worthwhile'. ...
Individual interest and self‐regulation are two pillars of self‐directed learning. Despite empirical evidence on the interaction between the two with respect to academic achievement, few studies have explored how individual interest and self‐regulation might interact and relate to self‐directed informal learning. This study surveyed 322 university students on self‐regulation and two interest constructs (interest in learning English and interest in pursuing personal interest in English), and tested how these factors related to their engagement in self‐directed use of technology for English learning beyond the classroom. Structural equation modelling analysis revealed that despite both being significant determinants, interest factors, and self‐regulation were associated differently with various types of self‐directed technological activities (instruction‐, information‐, entertainment‐ and socialization‐oriented activities). Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities, which have high cognitive load and require effort management for second‐language learners. Interest in English learning was consistently a significant predictor of all four types of technological activities. Interest in pursuing personal interest in English played a significant role in information‐ and entertainment‐oriented technological activities. The findings recommend greater attention to individual interest when promoting self‐directed informal learning. The findings further suggest adopting a differentiated approach to bolstering self‐directed learning for different purposes.
Practitioner notes
What is already known about this topic Self‐regulation is important to self‐directed learning.
Subject‐matter interest and self‐regulation interplay to influence academic performance in formal learning contexts.
What this paper adds Interest and self‐regulation interplayed to shape self‐direction in informal learning contexts.
Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities.
Interest factors added additional explanation power on self‐directed technological activities.
Both subject‐matter interest and the integration of personal interest with subject learning were significant determinants.
The integration of personal interest with subject learning mediated the influence of subject‐matter interest.
Implications for practice and/or policy Educational interventions need to work simultaneously on both interest and self‐regulation to bolster self‐directed learning.
Educators need to address different factors when boosting different types of technological activities.
A relative stance needs to be taken since self‐regulation might play a less significant role in less taxing technological activities.
It is important to deliberately integrate students' personal interests into English learning and help students perceive and act on the integration.
... This state of interest has an emotional, value-related, and cognitive component (Krapp, 2002(Krapp, , 2007Prenzel et al., 1986). An interest-driven involvement with a subject of interest is related to positive emotions and qualities of experience and has a voluntary nature (emotional component; Krapp, 1999;Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. The value-related component is indicated by the value attributed to the subject of interest and its perception as personally signi cant (Krapp, 1999(Krapp, , 2002Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. ...
... An interest-driven involvement with a subject of interest is related to positive emotions and qualities of experience and has a voluntary nature (emotional component; Krapp, 1999;Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. The value-related component is indicated by the value attributed to the subject of interest and its perception as personally signi cant (Krapp, 1999(Krapp, , 2002Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. In this case, it is of particular importance for an individual to expand his/her knowledge about the subject of interest or to acquire competencies related to this (cognitive component; Krapp, 1999;Prenzel et al., 1986;Priemer et al., 2018). ...
... These students reported signi cantly more emotional interest when watching a video or working with anatomical models than attending a dissection. The emotional component addresses the quality of experience related to an object or topic (Schiefele, 1991). During dissections, students are directly confronted with the disgust-evoking stimulus. ...
Dissections are one way to implement hands-on methods in biology education. However, perceived disgust during dissections may compromise students’ interest. Videos and anatomical models can be less disgusting alternatives as there is no direct contact with dead material. In the current study, we examined the influence of these teaching methods and disgust on students’ psychological state of interest (state of interest). In contrast to prior studies, we used a multidimensional conceptualisation of interest by distinguishing the value-related, cognitive, and emotional components of the state of interest. The sample consisted of 251 students (14.15 ± 1.27 years, 50% female) from three different German secondary schools. The students attended a two-hour teaching unit about the anatomy of mammalian eyes. One group dissected a pig eye (n = 101), one watched a video of a dissection (n = 77), and one group worked with an anatomical model (n = 73). Multivariate analysis of variance with the two factors treatment (dissection, video, and anatomical model) and disgust regarding dissections (low, medium, and high levels of disgust) revealed several meaningful findings. Concerning the value-related component of students’ state of interest, the results showed a significant difference between the students with high disgust and the students with low and medium disgust. Furthermore, we found significant interaction effects regarding the cognitive and emotional components of interests. This indicates that the three treatments had different effects on the students’ state of interest depending on the level of disgust perceived while dissecting. Consequently, dissecting animal organs does not generally compromise students’ interest. Our study suggests that anatomical models might be an alternative to dissection for students with high disgust as these are less likely to impair their interest. In addition, we found differing effects related to the three components of students’ state of interest.KeywordsInterestDisgustDissectionsBiology educationSecondary school
... This state of interest has an emotional, value-related, and cognitive component (Krapp, 2002(Krapp, , 2007Prenzel et al., 1986). An interest-driven involvement with a subject of interest is related to positive emotions and qualities of experience and has a voluntary nature (emotional component; Krapp, 1999;Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. The value-related component is indicated by the value attributed to the subject of interest and its perception as personally significant (Krapp, 1999(Krapp, , 2002Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. ...
... An interest-driven involvement with a subject of interest is related to positive emotions and qualities of experience and has a voluntary nature (emotional component; Krapp, 1999;Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. The value-related component is indicated by the value attributed to the subject of interest and its perception as personally significant (Krapp, 1999(Krapp, , 2002Prenzel et al., 1986;Renninger & Hidi, 2016;Schiefele, 1991Schiefele, , 2001. In this case, it is of particular importance for an individual to expand his/her knowledge about the subject of interest or to acquire competencies related to this (cognitive component; Krapp, 1999;Prenzel et al., 1986;Priemer et al., 2018). ...
... These students reported significantly more emotional interest when watching a video or working with anatomical models than attending a dissection. The emotional component addresses the quality of experience related to an object or topic (Schiefele, 1991). During dissections, students are directly confronted with the disgust-evoking stimulus. ...
Many global challenges require us to deal with uncertainties. For example, soil loss due to erosion illustrates complex and dynamic human-environmental interactions with an urgent need for protective measures. System competence helps to identify and model system characteristics and to derive adequate intervention strategies. Therefore, it is crucial to provide and evaluate methods to promote systems thinking in young people. The aim of the here presented pre-post study is to empirically compare the system competence development of 15- to 18-year-old students using (#1) analogue or (#2) digital soil erosion models or (#3) a combination of both approaches within equal-length treatments. Based on the four-dimensional “Freiburg heuristic competence model of systems thinking” (Rieß et al., Geographie aktuell und Schule 37(215):16–29, 2015), test items are developed, validated, and applied. Analyses of variance show significant group differences (n = 203): the post-test mean value of system competence in group #3 using combined analogue and digital models is significantly higher compared to group #2 using digital-only models (p = 0.024, with a small effect size Cohens f of 0.1). Furthermore, considerable differences become apparent between the four system competence dimensions. To effectively promote systems thinking in the context of soil erosion, the combined use of analogue and digital models is recommended for teaching practice. In addition, factor analyses of the study data set provide empirical evidence for the heuristically derived four-dimensional structure of system competence (Rieß et al., Geographie aktuell und Schule 37(215):16–29, 2015). Keywords: System competence development - Intervention study - Competence dimensions - Soil erosion - Models comparison
... Self-determination theory (Ryan & Deci, 2017) is widely used as an approach to develop learning methods and learning environments that support student's interest and motivation, and thus will facilitate the generation of long-term knowledge and competences (Reeve & Cheon, 2021;Schiefele, 1991). Self-determination theory describes three basic physiological needs, relatedness, competence and autonomy, which must be fulfilled to have positive experiences and general well-being (Ryan & Deci, 2017). ...
... The traditional teacher-determined learning environment can often fail to support the feeling of pupil autonomy (Assor et al., 2002;Reeve & Jang, 2006), and strategies to increase pupil autonomy could thus have a positive effect on learning. In order to have this effect, pupil autonomy must stimulate the pupils' interest and motivation, which is essential in the process of acquiring long-term and profound knowledge through deepprocessing strategies (Mayer et al., 1994;Schiefele, 1991). That pupils participate in and have an influence on their own learning process is one mean to achieve pupil autonomy. ...
... Children's interest in learning makes them more inquisitive and resilient when faced with learning challenges (Tulis & Fulmer, 2013), assists them in acquiring advanced learning skills and knowledge (Schiefele, 1991;Wigfield & Cambria, 2010), and even boosts their future employment prospects (Harackiewicz, Smith, & Priniski, 2016). Research has shown that children develop differentiated interests in elementary school across a variety of disciplines, such as mathematics and reading (Krapp, 2002;Wigfield & Eccles, 2000). ...
... Learning interest is a content-specific motivational construct that signifies a lasting preference for certain subject areas, such as mathematics and reading (Schiefele, 1991). The construct of interest shares conceptual similarities with the constructs of value and enjoyment. ...
The present study aimed to examine the mediating role of parental involvement in the association between parental attitudes toward their own mathematics and reading abilities and children’s learning interests in the Chinese context. Participants included 395 Chinese elementary students whose ages ranged from 6.53 to 12.82 years (mean = 9.68 years) and their caregivers. The results showed that parental attitudes toward their own mathematics and reading not only had a domain-specific effect on parent-reported children’s learning interests in these subjects but also had a cross-domain effect on other subjects. Furthermore, parental home- and school- based involvement mediated the association between parental attitudes toward mathematics and reading and parent-reported children’s learning interests in these subjects. At the domain-specific level, parental home-based involvement, rather than school-based involvement, mediated the relation between parental attitudes and children’s learning interests in mathematics and reading. At the cross-domain level, both home- and school-based involvement mediated the association between parental attitudes toward their own reading and children’s mathematics interests. The findings underline the relevance of parental attitudes toward their own mathematics and reading and parental home- and school-based involvement in the development of Chinese elementary school students’ learning interests.
... Interest in psychology is well reviewed by Schiefele (1991) and can be traced back to Herbart in 1806. It is linked to Dewey in 1913 in modern interest research. ...
... Fortunately, it was revitalised by Schiefele in 1974 after the realisation that the concept of achievement motivation was solely oriented on outcomes and performance, ignoring that students enjoy learning because they appreciate engaging in certain disciplines. Researchers Renninger, Hidi, and Krapp from the 1980s are credited with the most recent study on interest (Schiefele, 1991). Interest research can help answer concerns about why people participate in or withdraw from various topics, themes, or circumstances (Laine, 2019). ...
The study investigated interest levels and differences in mathematics among O-level students in Wakiso District. Since interest is a psychological state, people can be unaware of it, making it simple for educators to presume that it is or is not present. In the current study, mathematics interest levels among Senior Three pupils in the Wakiso district were evaluated, and narratives from the students and teachers revealed the causes of the low interest. Three hundred and thirty-two students were used for the quantitative data; six students from each school took part in focus group discussions, and one O-level mathematics teacher from each school took part as key informants for the qualitative data. Quantitative results revealed that; students had high interest in mathematics (84%), had more situational (M = 37.00, SD = 8.10) than individual interest (M = 30.67, SD = 5.82). There were significant gender differences in overall interest Males (M = 73.61, SD = 13.22) than females (M = 69.93, SD = 13.60) individual interest Males (M = 31.32, SD = 5.76) than females (M = 30.03, SD = 5.83), and situational interest males (M = 38.19, SD = 7.81) than females (M = 35.83, SD = 8.21), p < .05. in mathematics, but not in other demographics. Qualitative findings, however, revealed low interest in mathematics, pointing out various reasons for their low interest (mathematics being tough, complex, boring, full of calculations, unrelated to ral life, intended for the intelligent, previous poor performance). According to the study's findings, the challenge of low interest should not be left to students only, but all stakeholders in education should take part in developing and maintaining students' interest in mathematics. There are still gender differences in mathematics interests, which impacts females' interest in the subject
... When considering the positive pre-conditions for learning, interest is an obvious one. In his article on the role of interest in learning, Schiefele (1991) points out that from the writings of Dewey and James in the beginning of the 20 th century onwards, the role of interest as an enhancer for learning has been indisputable. Pekrun et al. (2018) mention interest as a consequence of primary emotions, such as surprise. ...
... 70). Situational interest is awakened by an external factor that captures the attention, whereas personal interest is more internal and connected to a person's values and knowledge structure (Schiefele, 1991). Hidi and Renninger (2006) propose a four-phase model of interest development, as they state that aroused (caught) and maintained (held) situational interest first develops into emerging personal interest, and then into well-developed personal interest. ...
Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used to collect primary school students’ first-hand accounts of their emotions in learning situations. Through an experience sampling method (ESM), 22 Finnish sixth-grade students (12–13 years old) took part in IVB nine times during this study. The verbal expressions of students were analyzed to investigate students’ emotional experiences throughout the teaching sequence. The IVB method offered direct insight into how all students experienced teaching sequences. Compared to teacher observations, IVB offers a more diverse view into students’ experiences. This information can be employed when educating future teachers, and developing instructional methods. Further, offering students the opportunity to express themselves is the first step in supporting their participation.
... The results of this study showed, contrary to what was expected, that students who worked in an authentic environment did not perform better than students who worked in a less authentic environment (Martens et al., 2004). Besides the fact that motivation is connected with learning achievement, the effects of motivation on students' positive emotional experience during learning is also a critical component (Schiefele, 1991). Strategies to stimulate the motivation to learn had been discussed many years ago (Keller, 1997). ...
... Many Studies have been done to investigate the motivation to learn. Schiefele, in 1991 proposed that not only motivation is connected with learning achievement, the effects of motivation on students' positive emotional experience during learning is also a critical component (Schiefele, 1991). Other than that, Keller, in 1987 andKeller andLi, in 2018 for instance had introduced and discussed the application of the ACRS Model to increase motivation in learning. ...
... In educational terms, interest can be divided into situational and individual interests. This is based on the premise that interest in general develops from situational interest into individual interest (Hidi, 1990;Hidi & Baird, 1986;Kim, 1996;Krapp, 2000;Renninger et al., 1992;Schiefele, 1991;Wiśniewska, 2013). developed an instrument to measure students' overall interest in learning mathematics and proposed that mathematical interest may be categorized into four sub-elements, including ESI, CSI, PII, and RII. ...
... Ultimately, students can develop RII that represents their current feelings and attitudes toward learning mathematics. The developmental path model identified for different levels of interest in learning mathematics in this study can support the premise that CSI generally develops into individual interest (Hidi, 1990;Hidi & Baird, 1986;Kim, 1996;Krapp, 2000;Renninger et al., 1992;Schiefele, 1991;Wiśniewska, 2013). This work also enables to investigate the paths for students to develop interest in mathematics beyond only the distinction between situational interest and individual interest, as suggested by many researchers (Hidi & Renninger, 2006;Krapp, 2002;Linnenbrink-Garcia et al., 2010). ...
In this study, we investigated a developmental path model for interest in the study of mathematics and confirmed that interest in learning mathematics developed significantly from situational into individual interest. We also present results showing that revealed individual interest (RII) influenced students’ academic achievement as a mediating effect, although their potential individual interest (PII) did not directly affect achievement in mathematics. Finally, based on an identified developmental path model, a multigroup analysis was conducted to analyze differences along lines of gender and grade levels. The result showed a significant difference in the effect of RII on academic achievement in mathematics by gender and grade levels, and an effect of PII on RII by grade levels. These findings provide public and private education with implications for motivating students and maintaining their interest in mathematics.
... One of the most important benefits is it can increase interest in learners. Interest has been shown to have a positive effect on learning outcomes [18]. One of the characteristics of interest is focused attention on a task [2]. ...
... Interest in general can be defined as "a psychological state characterized by focused attention, increased cognitive and affective functioning, and persistent effort" [2]. This state has already been shown to increase learning outcomes [18]. ...
... Motivation is a complex term encompassing distinct and related constructs from multiple theoretical traditions (Conradi et al., 2014;Murphy et al., 2019;Richardson et al., 2020). One motivational factor that can influence student learning and persistence across STEM is interest (Schiefele, 1991;Wang, 2013), a term that has been applied in many contexts in biology education research (Rowland et al., 2019). Development of interest as motivation for learning can be serendipitous (e.g., trigged by an unplanned event), promoted by other people (e.g., in response to external demands as imposed by course structure), or self-generated by students (e.g., internally recognizing connections among different concepts; Renninger and Hidi, 2022). ...
We investigated undergraduate student approaches to problem solving in biology and identified five aspects, including knowledge, strategy, intention, metacognition, and mindset, that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects.
... Whereas on academic performance Schiefele, (2009) strongly suggests that male students' performance accords their interest level more than is the case for female students". In particular, female students' academic performance is less associated with their interests than male students' academic performance" (Schiefele, 2009). ...
... Interest is "a content-specific motivational characteristic composed of intrinsic feelingrelated and value-related valences" Schiefele (1991, p. 1). Individual interest is conceived of as a relatively enduring preference for certain topics, subject areas, or activities, whereas situational interest is an emotional state brought about by situational stimuli (Schiefele, 1991). Interest plays an important role in motivating learning and exploration. ...
Many studies done in the last three decades show that, beginning with adolescence and sometimes even earlier, many adolescents undergo a process of distancing themselves from science as they age. This longitudinal study attempts to deepen our knowledge and understanding of factors that play a role in early adolescents’ science identity development. For 3 years, we followed nine early adolescents at school, at home, and at their after-school activities, interviewing them 162 times. A thematic analysis of the interviews led to the identification of 32 themes. When comparing these themes across different participants, we identified three motifs that distinguished between the participants. Our findings suggest that (A) having a clear area of interest, not necessarily in science, positively affected the participants’ self-efficacy in science and self-assessment of their ability in science studies; (B) being or not being the eldest child in a family with multiple siblings played a role in the participants’ identity development in relation to science; and (C) the participants who were wholly dependent on their grades as an indication of their ability in science rejected the possibility of a future in science and studied science out of compliance rather than out of any internal motive. The implications of our findings are discussed and offer insights into ways that may nurture the positive science identity development of early adolescents.
... In the case of the pre-test, there was no significant difference between the experimental and control groups. Intrinsic motivation 5 An internal force that motivates students to participate in learning activities because they are interested in learning and enjoy the learning process (Schiefele, 1991). ...
This research focuses on BioScientist, a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through BioScientist and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to BioScientist. A total of 257 eighth graders participated in the research (Nexp. = 132, Ncontrol = 125). Students in the experimental group used BioScientist at home and in the classroom. The teachers in the control group did not change their teaching practices. Students’ inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate BioScientist. The results indicated BioScientist digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen’s d = 0.46). However, biology learning motivation was not developed. Student feedback on the BioScientist game and its use for learning is favourable. Based on the teachers’ responses, BioScientist can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum.
... Interest value closely aligns with individual interest from interest theory (Hidi & Renninger, 2006;Krapp, 2002;Renninger & Hidi, 2011;Wigfield & Cambria, 2010), which Schiefele (1991Schiefele ( , 1996 divided into feeling-related (enjoyment) and value-related (personal significance) components. Building upon this perspective, we distinguish between the feelings-related aspect (i.e., enjoyment, subjective interest) and the importance-related element of task value (i.e., attainment and utility values; for a similar approach, see Durik et al., 2006;Watt et al., 2012). ...
In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students’ beliefs, values, and attitudes compared to students’ reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.
... In reading strategy instruction, tasks using cooperative formats offer opportunities for learners to model and assess the usefulness of comprehension strategies as they read [19,20]. Students who are given the opportunity to select their own reading material are more inspired and expend more effort in learning the material [21]. Some articles have concluded that "the ever-growing evidence base for reading comprehension strategy instruction and cooperative learning appears promising" [22]. ...
Research is a core activity in the education process and one of the most central assessment tools in grading systems. Sound research demands effective search tools for the collection of required data and the cultivation of output. Although a large amount of research is received from students through a variety of activities during undergraduate education, most lacks precise data and creativity. In a course entitled General Engineering Design, two activities reflecting research value were assigned to students and added to the grading assessment scheme. These activities were also part of an experiment applied to engineering students that explored differences in the performed research. In the first activity, students were requested to give presentations after being provided with a topic and without any additional conditions. In the second, the students were asked to conduct flipped classroom activities on a topic but with a condition: they must read certain selections from their textbook. Grades were collected and analyzed to determine the variances in performance quality. It was clear that reading cultivated the research output shown in the deliverables, highlighting the importance of the neglected practice of reading that is lacking in most of the activities undertaken by the current undergraduate generation.
... Studies have shown that students with high learning motivation are more active in learning, more willing to explore new knowledge, and brave to face various difficulties and challenges in the learning process [5]. Students with high learning motivation are more satisfied, confident, and exploring in learning, and have a good experience in the learning process [6]. ...
This study aims to introduce design thinking intervention into vocational education classes to improve students’ learning motivation. Through the literature research on design thinking and learning motivation, researchers choose to implement design thinking intervention in vocational college students’ career planning courses. To test the results of the intervention, the paired sample t-test was used to demonstrate whether there were statistically significant differences for the quasi-experiment group before and after design thinking intervention in learning motivation. The results show that design thinking plays a positive role in improving students’ learning motivation in vocational college.
... Previous studies have identified the connection between student motivation and their inherent interest in the topic matter [14,15]. Unfortunately, time constraints within the traditional semester schedule make it impossible to cover every topic the students are interested in learning. ...
... Situational interest is specific to an immediate response(s) and is triggered directly via an immediate pedagogical feature [25][26][27][28]. In contrast, maintained interest is sustained and long-term interest within the individual across pedagogical settings [29][30][31][32], and is consequently a more effective indicator for predicting longer-term engineering student retention. We recognize that others use labels such as "individual interest" rather than "maintained interest" in reference to the same construct, or "triggered interest" rather than "situational interest" to refer to interest immediately generated or triggered by a specific experience. ...
... Annuity income estimates are publicly available and can be looked up by students. This is real world data, part of personal finance, which students usually find engaging and useful [4]. Annuities can be used to demonstrate concepts such as uniform cash flow, equivalence, present worth, annual worth, and rate of return. ...
... ا دلا دااالدمهضه لدمه ا دا لضظ ا Wille, et al, 2010;Quaresima, 2021;McKay, Tokar, 2012; (Ulrich, 2011;Lyn, et al, 2011;Quaresima, 2021;Yao-Ting, et al, 2016;Brandt, 2019; (Schneider,& Cook, 2015) ا ا (Furnham, 2018;Munteanu, 2008;McLain& Armani,2015) نن Ault, 1983;McKinney, 1986;Rasheed-Karim, 2020;Gregory, 1989 ...
... In addition to the level of achievement of learning outcomes higher-order thinking skills and optimal student retention, the learning process is said to be well implemented if it is also able to motivate students to actively participate in learning (Syaparuddin et al., 2020). With learning motivation, students will be more interested in engaging in the learning process (Hanrahan, 1998;Schiefele, 1991;Boekaerts, 2002). A student with high learning motivation tends to achieve learning success (Harris, 1991;Su & Cheng, 2015). ...
M-Learning-E-Book is an innovative learning model that is relevant to the demands of the twenty-first-century scheme. Studies on M-Learning-E-Book are still not widely conducted by Indonesian researchers and the study is still limited to the effect of this model on student learning outcomes. Therefore, this study aims to examine the effect of M-Learning-E-Book implementation on higher-order thinking skills, retention, and learning motivation. This research used quasi quasi-experimental method through pretest-posttest nonequivalent control group design. The research subjects were students of SMP Negeri Ngunut 1, 2023 academic year, totaling 87 experimental classes and 76 control classes in PAI lessons. In the control class, students followed learning in the form of expository and class discussions, while in the experimental class, students followed learning through E-book-based M-learning. In the experimental class, students met face-to-face for 4 times of online learning equivalent to 4 meetings. The research was conducted when the research subjects in both classes received the topic aspects of islamic history and culture. The instruments used to collect data were higher-order thinking skills test sheets, retention of learning outcomes, and motivation questionnaires. The data obtained were then analyzed using one-way MANOVA analysis with a significance level of 5%. The results showed that the application of M-Learning-E-Book had a significant effect on the achievement of higher-order thinking skills, retention, and learning motivation. The results of this study indicate that M-Learning-E-Book is one of the learning alternatives that are by the demands of the twenty-first century. Keywords: Higher Level Thinking Skills, Higher-Order Thinking Skills, Motivation
... Also, Interviewee 6, who rated WTC higher on a situation relating to a more complicated topic like being a tour guide for a foreigner, stated "I'd be more willing to speak with a foreigner when offering help to be his tour guide for free because I think it's challenging." This could be interpreted as WTC according to the topic of interest since interest consists of both intrinsic emotions and value-related factors (Schiefele, 1991), which can enhance intrinsic motivation (Deci & Ryan, 1985). ...
Background: Although previous studies have reported WTC variables in the EFL context, limited studies have investigated learners’ perceptions of WTC outside the classroom. In addition, insights into learners’ perceptions from qualitative data have rarely been presented in this study area. Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions. Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data. Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors. Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.
... Intrinsic task value is interest in a task or assessment for its own sake. Theories of interest typically discuss two different kinds: situational and individual (Hidi & Harackiewicz, 2000;Hidi & Renninger, 2006;Krapp, 1999;Schiefele, 1991). Situational interest is hypothesized to be a momentary experience that is driven by environmental factors (e.g., a loud noise) and correlated with both cognitive (e.g., attention) and affective (e.g., surprise) factors (Hidi & Harackiewicz, 2000, EL: 2). ...
We apply a motivational perspective to understand the implications of physicians’ longitudinal assessment. We review the literature on situated expectancy-value theory, achievement goals, mindsets, anxiety, and stereotype threat in relation to testing and assessment. This review suggests several motivational benefits of testing as well as some potential challenges and costs posed by high-stakes, standardized tests. Many of the motivational benefits for testing can be understood from the equation of having the perceived benefits of the test outweigh the perceived costs of preparing for and taking the assessment. Attention to instructional framing, test purposes and values, and longitudinal assessment frameworks provide vehicles to further enhance motivational benefits and reduce potential costs of assessment.
... Mempelajari matematika adalah penting karena dalam kehidupan sehari-hari, Aplikasi matematika bukan itu saja matematika juga mampu mengembangkan kesadaran tentang nilai-nilai yang secara esensial (Ma, 2010). Minat belajar matematika yang dimaksud adalah minat peserta didik terhadap pelajaran matematika yang ditandai oleh perhatian peserta didik pada pelajaran matematika, kesukaaan peserta didik terhadap pelajaran matematika, keinginan peserta didik untuk tahu lebih banyak mengenai matematika, tugas-tugas yang diselesaikan oleh peserta didik, motivasi peserta didik mempelajari matematika, kebutuhan peserta didik terhadap pelajaran matematika dan ketekunan peserta didik dalam mempelajari matematika (Udjaja dkk, 2018 (Ainley & Hidi, 2014;Schiefele, 1991;Wade, 2001). Timbulnya minat belajar disebabkan berbagai hal, antara lain karena keinginan yang kuat untuk memperoleh pekerjaan yang baik serta ingin hidup senang dan bahagia (Gulo & Sulandari, 2016;Siagian, 2015). ...
In 21st century learning there are 4 skills that need to be developed, namely critical thinking, creativity, collaboration, and communication skills which are called 4C. Collaboration skills are one of the 21st century skills that are important to be instilled in students since they were still in low grade elementary school. This study aims to determine the effect of applying the project based learning model on the collaboration skills of students in mathematics class 2 SD Muhammadiyah 3 Assalaam. This research is a descriptive study with a qualitative approach using semi-structured interviews, observation sheets and documentation. The research subjects were students of class 2 SD Muhammadiyah 3 Assalaam. The results showed that most of the 2nd grade students had a high interest in participating in mathematics learning activities using the project based learning model. The majority of students agreed or strongly agreed that they enjoyed learning mathematics by using a project-based learning model and understood more about abstract mathematical material because one of the factors was being able to discuss with friends in a group so that it could be concluded that the application of the project model based learning improves the collaboration skills of students.
... According to the papers by Weber [17] and Schiefele [18], interest in the topics that are being presented increases the levels of engagement that the students have in the materials and this by nature increases the level of learning that occurs for the students. The theoretical reason that this might lead to an increase in the level of engagement by the students might be similar in nature to the reason that any novel learning device -whether mnemonic, game, or other new intervention, increases the learner's engagement [19]. ...
Background: Some studies suggested that teaching anatomy with a virtual reality simulator would greatly enhance medical education. The purpose of this work is to analyze the available literature to determine the effectiveness of virtual reality as a learning tool for anatomy teaching in medical schools. Materials and Methods: This literature review was completed in accordance with preferred reporting items for systematic reviews and meta-analyses guidelines on September 07, 2022. The three databases that were utilized were Google Scholar, Cochrane, and PubMed. After performing the search utilizing the listed guidelines, two independent researchers shared and debated their individual lists, ultimately combining them and applying further exclusion criteria. This resulted in two remaining articles which addressed the research question. Results: One of the most notable findings in both articles is that students who utilized virtual reality in their anatomy learning demonstrated improvement in their understanding of structure locations and spatial relationships. In addition, students ability to read and understand diagnostic imaging markedly improved for images presented both on examinations and in face-to-face settings following virtual reality-based learning interventions. Virtual reality technology also increased interest in anatomy when utilized in the anatomy classroom, though this interest was limited to the anatomic region(s) in which the virtual reality sessions focused. Discussion/Limitations: Due to the scarcity of topically relevant results, this particular systematic review is unable to express anything beyond potential promise in the use of virtual reality-based interventions in the medical school anatomy classroom. As virtual reality technologies have been shown to potentially add benefit in these applications, there is reason to believe that new literature will become available in the near future. Conclusion: This particular review analyzed the available literature from the last 4.5 years on virtual reality learning in the medical school anatomy classroom. The authorial team found that very little has been written on the topic and that further research should be performed to determine the level of effect that this has on student learning other than that virtual reality increases student interests in the topics and specific anatomical regions of study.
... Furthermore, similar to [49] and [51], we also found that Khan Academy increases the students' motivation. Motivation is one of the most factors to increase learning and while the mentioned authors measured the students' motivation by asking them directly, we analyzed their motivation by asking whether they wanted to use the platform in the future or not [45]. ...
Even though Azerbaijan is considered a highly educated country from the perspective of schooling years and completed education level, student learning outcomes are under-performing, according to the World Bank. Due to limited resources such as classroom size, access to world-class educational materials, and high-qualified teachers, particularly students from under-resourced communities encounter more challenges during their education life compared to other students who possess these resources. Moreover, online educational platforms play an important role in eliminating learning gaps, particularly in developing countries such as Azerbaijan. In this paper, we describe the implementation and impact of utilizing an online educational platform, the Khan Academy, in one of the under-resourced communities of a developing country. For this, we collaborated with a school in Azerbaijan located in a suburban area. After collecting data through surveys, we applied the association rule mining method. Results from association rule mining concluded that students who studied using the online platform improved their grades and the gamification features of the Khan Academy motivated them. Furthermore, even though it was the first time the school used an online educational platform, almost all students mentioned they would like to learn with these resources in the future. Our study, thus, contributes to how online educational technologies can positively impact the motivation and learning outcomes of students in under-resourced communities.
... According to the papers by Weber [17] and Schiefele [18], interest in the topics that are being presented increases the levels of engagement that the students have in the materials and this by nature increases the level of learning that occurs for the students. The theoretical reason that this might lead to an increase in the level of engagement by the students might be similar in nature to the reason that any novel learning device -whether mnemonic, game, or other new intervention, increases the learner's engagement [19]. ...
Background: Some studies suggested that teaching anatomy with a virtual reality simulator would greatly enhance medical education. The purpose of this work is to analyze the available literature to determine the effectiveness of virtual reality as a learning tool for anatomy teaching in medical schools. Materials and Methods: This literature review was completed in accordance with preferred reporting items for systematic reviews and meta-analyses guidelines on September 07, 2022. The three databases that were utilized were Google Scholar, Cochrane, and PubMed. After performing the search utilizing the listed guidelines, two independent researchers shared and debated their individual lists, ultimately combining them and applying further exclusion criteria. This resulted in two remaining articles which addressed the research question. Results: One of the most notable findings in both articles is that students who utilized virtual reality in their anatomy learning demonstrated improvement in their understanding of structure locations and spatial relationships. In addition, students ability to read and understand diagnostic imaging markedly improved for images presented both on examinations and in face-to-face settings following virtual reality-based learning interventions. Virtual reality technology also increased interest in anatomy when utilized in the anatomy classroom, though this interest was limited to the anatomic region(s) in which the virtual reality sessions focused. Discussion/Limitations: Due to the scarcity of topically relevant results, this particular systematic review is unable to express anything beyond potential promise in the use of virtual reality-based interventions in the medical school anatomy classroom. As virtual reality technologies have been shown to potentially add benefit in these applications, there is reason to believe that new literature will become available in the near future. Conclusion: This particular review analyzed the available literature from the last 4.5 years on virtual reality learning in the medical school anatomy classroom. The authorial team found that very little has been written on the topic and that further research should be performed to determine the level of effect that this has on student learning other than that virtual reality increases student interests in the topics and specific anatomical regions of study.
... Personal interest is topic specific, persists over time, develops slowly and tends to have long-lasting effects on a person's knowledge and values (Hidi, 1990). Pre-existing knowledge, personal experiences and emotions are the basis of personal interest (Schiefele, 1991). Situational interest is spontaneous, fleeting, and shared among individuals. ...
Recent research results from science education show that there are good chances for improving the classroom practice if materials and environments are used suitably and if adapted to the specific needs of schools of different countries (as well as offered with easy-to-follow teacher instructions). A transfer of those research results into actual teaching practice in European schools is supported by the CAT-project.
... Individual interest is relatively stable and resides within the individual (c.f., Hidi & Renninger, 2006;Krapp, 2005;Renninger, 2009;Renninger, Hidi, & Krapp, 1992;Schiefele, 1991Schiefele, , 2001. It includes a deep, personal connection, enjoyment, and valuing of a domain as well as a willingness to reengage in the domain over time. ...
Motivation is that which moves us to action. Human motivation is thus a complex issue, as people are moved to action by both their evolved natures and by myriad familial, social, and cultural influences. The Oxford Handbook of Human Motivation aims to capture the current state-of-the-art in this fast developing field. The book includes theoretical overviews from some of the best-known thinkers in this area, including articles on Social Learning Theory, Control Theory, Self-determination Theory, Terror Management Theory, and the Promotion and Prevention perspective. Topical articles appear on phenomena such as ego-depletion, flow, curiosity, implicit motives, and personal interests. A section specifically highlights goal research, including chapters on goal regulation, achievement goals, the dynamics of choice, unconscious goals and process versus outcome focus. Still other articles focus on evolutionary and biological underpinnings of motivation, including articles on cardiovascular dynamics, mood, and neuropsychology. Finally, articles bring motivation down to earth in reviewing its impact within relationships, and in applied areas such as psychotherapy, work, education, sport, and physical activity.
... The second topic related factor, reflecting the desire to learn about a topic of particular interest, has been found to be an important predictor of learning success (Schiefele, 1991). It has been called knowledge exchange, personal learning (Antikainen and Väätäjä, 2010), human capital advancement, skill variety (Kaufmann et al., 2011), knowledge, wisdom, collaboration (Moore and Serva, 2007), understanding (Nov, 2007), exchange information (Ridings and Gefen, 2004), and self-development (Oreg and Nov, 2008). ...
Doctoral dissertation on using the cognitive surplus to crowdsource the creation and evaluation of innovation ideas. The objective is to help firms accelerate architectural innovation, which relies on making new and value-creating connections between existing solution components. Companies traditionally struggle with architectural innovation as their research and development departments are focused on deep expertise in a small number of individual disciplines rather than a broad knowledge across several disciplines. The latter is a prerequisite for discovering new and previously unexplored ways in which existing solutions can be combined to create a new value proposition. The empirical study shows that the cognitive surplus provides a valuable and mostly untapped resource that companies can leverage if they approach their customers with the appropriate incentive framework.
... La curiosità viene definita come un bisogno innato di sapere come funzionano le cose, di conoscere e di apprendere, e si manifesta mediante l'esplorazione dell'ambiente circostante (Berlyne, 1971). L'interesse, invece, può essere definito come un orientamento relativamente a lungo termine dell'individuo verso un oggetto, un'attività o un'area di conoscenza (Schiefele, 1991). Infine, l'esperienza di flusso si genera durante lo svolgimento di un'attività considerata significativa, caratterizzata dal coinvolgimento dinamico e completo di tutta la persona, durante il quale l'attenzione appare particolarmente focalizzata e ristretta sulla situazione immediata (Csikszentmihalyi, 1993). ...
Il presente contributo ha l’obiettivo di indagare la possibile influenza dell’apprendimento capovolto, una metodologia didattica innovativa di ampia diffusione, sui fattori motivazionali nell’insegnamento-apprendimento della matematica. È stata svolta un’analisi dei testi narrativi prodotti da circa 200 studenti di scuola secondaria di secondo grado al termine di una sperimentazione della durata di circa 20 ore. Si è così giunti ad alcune rilevanti conclusioni che sembrano riconoscere nell’apprendimento capovolto una metodologia in grado di creare un ambiente di apprendimento con influenza positiva sui fattori motivazionali.
... Interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences [37]. People have diverse levels of latent tendencies, preferences, etc, which determine their degree of interest towards discussion contents. ...
With the explosive growth of online discussions nowadays, fostering interesting and satisfying group discussions for all group members has become challenging. In this work, we particularly seek to address the issue of online group formation where diverse participants with various topic interest levels gather and carry-on open-ended synchronous discussions in small groups. In these groups, members often encounter various difficulties, especially when their degree of interest in the discussed topic decreases drastically. Our proposed method is a boids-model inspired algorithm that captures group discussion dynamics in terms of the evolution of discussed topics over time, and variations in group members’ degree of interest for the discussed topics. Discussion topics are modeled as multidimensional vectors where dimensions correspond to factors that are associated with group members’ interest vectors. In this paper, we present the proposed method and discuss its potential for achieving dynamic tracking of variations in individuals’ interests and detection of left-out members. We confirmed the feasibility as well as the meaningfulness of the proposed approach through numerical simulations. In addition, we outline our future plans to investigate the meaningfulness of our approach through more complex simulations and interactions involving actual users.
... They wanted to try the stew, … They'd just been ... working the trenches, so it was all that hands-on, tactile experience for them… For Lachlan, this kind of immersive, experiential interaction with a simulation of the past has two significant benefits: student engagement and improved retention. The material is engaged multimodally and this, together with an affective experience, contributes to classroom interest (Bergin, 1999;Schiefele, 1991), memory and recall (Tyng et.al., 2017). ...
This thesis was prompted by the issue of widespread student disengagement in history classrooms. I argue that a key factor in student disengagement with school history is disciplinary history’s pedagogic legacy as an ocular, text-focused intellectual pursuit. This is part of a broader disjunction between public and academic history. Ordinary people primarily make sense of the past through the materiality of things—through objects, artefacts, landscapes and their bodies—but this is not reflected in the way history is usually taught in schools. My research addresses this problem by developing a materialist model of history pedagogy— ‘haptic history’—that has been derived from a close analysis of two groups who employ materiality in their history praxis: school teachers, who self-identify as employing a materialist approach in their history teaching; and historical re-enactors/living historians. These groups are the focus of this study. They have an avowed educative goal and use the materiality of the past as both source and method, to construct historical knowledge, ‘do’ historical thinking and experience historical consciousness. I explore the materialist praxis of these groups using a qualitative methodology of surveys, in-depth interviews, auto-ethnography, focus groups and case studies. In analysis, I draw on Collingwood’s idea of history, together with interdisciplinary and theoretical insights from the fields of archaeology, social anthropology, museum, performance and material culture studies, to unpick and analyse the way materiality is used in these contexts as forms of historical consciousness and historical thinking. The analysis is then used to construct a model of haptic history pedagogy, with guideposts to support teacher classroom praxis. In the process of building a haptic history model of pedagogy, my research makes broader arguments around materiality and history. I argue that materiality is a significant part of ‘historical consciousness’ and our sense of self as historical beings. I further conclude that the (co)agency of ‘things’ weave webs of entanglement and connection between people in the present and the past that are deeply connective, engaging and serve to foster kinaesthetic empathy. This conclusion warrants an expansion of current models of historical empathy beyond the cognitive and affective, to include the kinaesthetic dimension. My research makes a significant contribution to history pedagogy by demonstrating the importance of touch and embodiment as performative and experiential modes for knowing the past. I demonstrate that when the materiality of history is experienced synergistically through ‘heads, hands and hearts’, the historical sensation of ekstasis is facilitated. This research further contributes to issues of access and equity in history education; haptic history’s materialist approach engages a wide range of learners, especially (but not exclusively) those who struggle to engage with traditional, text-heavy forms of history. Beyond history pedagogy, this study advances the case for disciplinary history to embrace the possibilities and opportunities inherent in interdisciplinary approaches to the study of the past. In venturing into the field of materiality, my research also raises significant questions around the co-agency of things in history, and in doing so joins others in prompting a reconsideration of an exclusively anthropocentric view of agency in the past.
... Motivation is a significant factor in academic learning and success and may be intrinsic or extrinsic. Intrinsic motivation refers to an internal force that motivates students to engage in academic activities, often because they are interested in learning, they enjoy the learning process, and the learning supports the attainment of personal goals (Schiefele, 1991). Extrinsic motivation refers to an external force that motivates academic engagement and many aspects such as parental expectations, expectations of other trusted role models, financial reward, etc. are thought to lead to this type of motivation (Adamma et al., 2018). ...
Mathematics is a common component of many science and social science degrees, but frequently not considered a prerequisite for their study. This can lead to some students studying mathematics components at undergraduate level with little or no previous mathematical learning and varying levels of motivation, or desire, to study mathematics. This situation has consequences for student experience and teaching practice, including the potential for lower levels of student engagement, higher levels of student anxiety and lack of student motivation for studying a subject that is not what they chose as their degree subject. This paper details an intervention designed to address issues experienced in the teaching of mathematics to undergraduate students, with varying motivation for the study of mathematics and high levels of mathematics anxiety, in their first year of study in a department of Earth Sciences at a UK university. The intervention provided a bespoke mathematics module, designed and taught collaboratively by a teaching specialist in mathematics and a subject specialist in Earth Sciences. The mathematics specialist was able to provide extensive experience in teaching students from widening participation backgrounds and those with mathematics anxiety, making the content more accessible to the students, particularly those with mathematics anxiety. The Earth Sciences specialist was able to contextualize the mathematics content, showing students how the content was applicable to the rest of the degree and helping locate the mathematical content within the broader scope of the discipline. Previous approaches to this module were taught either solely by an Earth Sciences specialist or solely by a mathematics specialist. Compared with those approaches the collaborative teaching intervention improved student attainment by 10% in the average module mark and moved the module from having the lowest student satisfaction scores in the department to the highest. This innovation also benefited both teachers with respect to professional development, which is discussed in the paper.
... For Khayati and Payan (2014) interest is a stimulus that increases the activity power. Schiefele (2011) noted that interest is a persuasive variable that relates pupil's desires to learning activities and objects. Interest is the excitement and enthusiasm that is generated to accompany an activity and action that will lead to the achievement of the desired goal. ...
The need to seek for innovative teaching methods to enhance the interest of mathematics low achievers necessitated this study. This study examined the effect of differentiated instruction on low achievers’ interest in mathematics based on gender. The sample size for the study consists of 66 males and 80 females identified mathematics low achievers. The researchers used multi-stage sampling technique. Mathematics Interest Rating Scale was the instrument used in collecting data. The pre-test and post-test data were analyzed using mean, standard deviations and Analysis of Covariance. Results revealed that the use of differentiated instruction in teaching mathematics low achievers in primary school increased their interest in mathematics than conventional method. Influence of gender on interest of mathematics low achievers is significant. The interaction effect of instructional strategies and gender on mathematics interest of low achievers is not significant. The study provided empirical evidence that differentiated instruction acted as valuable tool for enhancing interest and achievement in mathematics therefore, researchers may benefit from the outcome of this article for further research. The data could serve as reference point for empirical study. Curriculum designers and text books authors may include information on the method in children’s’ text book.
... Schüler und insbesondere Schülerinnen zeigen ein geringes Interesse an den "harten" naturwissenschaftlichen Fächern Physik und Chemie, welches darüber hinaus im Verlauf der Schulzeit einem abnehmenden Trend folgt (Barmby et al 2008;Merzyn 2008;Potvin und Hasni 2014;Reiss et al 2016). Dies stellt den naturwissenschaftlichen Unterricht vor eine Herausforderung, da das Interesse am Lerngegenstand als bedeutsamer motivationaler Faktor für erfolgreiches und nachhaltiges Lernen aufgefasst werden kann und mit dem Erreichen eines angemessenen Wissenschaftsverständnis im Sinne der scientific literacy im Zusammenhang steht (Schiefele 2009a;Lin et al 2012). Aber auch über den Lernerfolg hinaus kann ein hohes Interesse die weitere außerschulische Auseinandersetzung mit den Naturwissenschaften beeinflussen, sodass die Förderung von Interessen ein eigenständiges Unterrichtsziel darstellt (Maltese und Tai 2011;Taskinen et al 2013). ...
The development of interests is considered to be an essential goal of science education, so that context-oriented teaching has become increasingly important. Following the empirical finding that the orientation of subject content to real-life contexts can increase the interest of students in learning situations, the question arises as to which contexts are particularly suitable for this purpose. In this context, the present study takes up arguments from the discussion about interdisciplinary science education and uses contexts from the domains of biology and technology, which are perceived as interesting by either girls or boys, to embed learning content. In an online study (\(N=298\)), we systematically test to what extent contexts originating from these subject areas are able to increase situational interest during work at learning stations on the energy concept and what influence individual factors show in this regard. Multilevel regressions with random intercept at the person level show a positive influence of biological contexts on the emotion-related situational interest of female students, while the use of technical contexts was able to increase this component of situational interest in male students. The value-related component of situational interest can also be increased by using contexts of a preferred subject area. Overall, it is clear that especially the emotional component of situational interest can be influenced by the variation of the context, whereas the value-related component is mainly conditioned by the individual interest in physics. Self-concept and academic performance show no significant influence when individual interest is taken into account. For school practice, the importance of selecting appropriate contexts becomes clear in order to be able to promote potentially stable interests by showing the relevance of subject content.
The changes in the education landscape due to the pandemic allowed an agency for an understanding of a situation in elementary schools located in an urban poor area in the Philippines to strengthen literacy particularly in reading. While most studies on reading especially in the Philippines investigated on reading performance and ways to increase reading fluency of learners, it is important to investigate as well teachers’ motivations, strategies, and interventions. This qualitative study described teachers’ motivation, strategies and interventions to bridge learning gaps in reading. These teachers are from selected elementary schools located in the Division of San Juan City, Philippines Based on the results, teachers are motivated because they want to teach the content better and that their concern for students motivates them. Moreover, the use of various reading strategies like free reading choice, phonological activities and empathy to level with students are strengthened by interventions that are teacher, student, and community oriented.
___________________________________________________________________ Individual differences become the main problem for learners in developing their English skills especially speaking. The identification of interest is needed to know how far students' impression in learning English and how serious they are in continuing their progress to get their motivation. After getting along with motivation, students are expected to build up their English Self-concept, therefore English become their custom and their obstacles in learning English can be minimized. This research was to know the relationship between Interest, Motivation, English Self-concept and Speaking English Performance of Fourth Semester Nursing Students at Karya Husada Health and Science College of Semarang. This research was correlation quantitative research with cross sectional approach. The samples of this research were fourth semester of nursing students at Karya Husada Health Science College of Semarang with the numbers were 93 students by using convenience or accidental sampling technique. The data was taken by using questionnaires. The data analysis used regression to know the correlation among all variables. The result shows the correlation between interest and English speaking performance is 0.000, motivation and English speaking performance is 0.006, English self-concept and English speaking performance is 0.18 with p value <0.05, it means there is correlation between interest, motivation, English self-concept and English speaking performance. This result can contribute in teaching and learning process, it is better to conduct the investigation of individual difference in the beginning of the semester because teacher can consider the teaching method, strategies and approach well.
During the COVID-19 pandemic, the care of elderly patients underwent significant changes. Society tends to avoid interaction outside the family, encouraging increased care of elderly patients at home. In this situation, the role of medical personnel becomes essential. This study examines how knowledge, culture, and interest influence homecare services during a pandemic. Respondents regarding homecare were collected from 71 families through a questionnaire. Data analysis includes univariate, bivariate and multivariate aspects to provide an overview of the relationship between variables. All data were analyzed using SPSS software. The result of this study shows p-value of each construct is less than 0.10, which indicates a strong relationship between variables. The findings show that knowledge influences family decisions about home care (p-value=0.024<0.10), while culture (pvalue=0.999>0.10) and interests (p-value=0.999>0.10) do not support acceptance of this service for the elderly. Therefore, it is hoped that respondents will increase their knowledge of improving elderly care and utilization of health services, which will positively impact the quality of life in old age. An in-depth discussion of these findings is carried out in a research paper.
Science learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in‐class and after‐class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest in a specific natural phenomenon (phenomenon interest), and temporary emotional states, such as state curiosity, are considered essential factors in improving learning. Given the importance of understanding how learners' two aspects of motivational variables influence their science learning in different learning contexts, this study aimed to examine the extent to which existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, predict science learning both during and following class and how these variables are related to exploration after class. To achieve this goal, an explanatory sequential mixed‐method approach was employed, based on a correlational design, with a total of 706 cases from fifth‐grade and sixth‐grade students (45.5% female). In the context of science class, relatively stable existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, were positively associated with learning, and temporary states were more predictive of learning than existing characteristics. In addition, state curiosity was directly related to learning, whereas science curiosity and phenomenon interest were only indirectly related to learning, mediated by state curiosity. In the context of the after‐class, however, only phenomenon interest significantly predicted spontaneous follow‐up learning and was positively associated with students' continued learning. An interpretation of these results was discussed, as well as their implications for science education and future research. Our findings will enable more fine‐grained analyses regarding how curiosity and interest can predict learning in science.
Interest in the context of reading holds special significance as it serves as a driving force for learning and education. By understanding and leveraging students’ interests, educators can create more effective and enjoyable learning environments that promote personalized learning experiences, enhanced comprehension, deep understanding, and motivation. A multimodal approach integrating gaze and physiological data could provide a more comprehensive and accurate assessment of interest levels. The goal of this study is to measure the level of interest experienced by users when reading newspaper articles by integrating gaze data and physiological responses. An experiment was conducted which recorded the gaze and physiological data from 13 university students reading 18 newspaper articles collected from the BBC news database. An SMI eye-tracker and an Empatica E4 wristband were used synchronously to capture the user’s eye movements and physiological data. To predict the interest levels of the participants, a manual feature extraction-based approach and a deep learning-based approach were employed. The interest levels were divided into four-class and binary based on the responses from the participants. A CNN-LSTM model using the gaze features outperformed other models in terms of accuracy and F1-score with 52.8% and 51.8 for four-class and 82.3% and 81.7 for binary classification using leave-one-document-out and leave-one-participant-out cross-validation, respectively.
The purpose of this study was twofold: (1) to examine the reliability and validity of our questionnaires about materials of living things and (2) to scrutinize the relationship between the students' interest in these materials and their achievement motive. The results showed (1) that there was the high reliability of the questionnaires about animal and botanical materials; (2) that there was some developmental and sexual differences in the correlation between the students’ interest in these materials and their achievement motive. Finally, an evaluation process of students' interest in science class was discussed.
This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level in mathematics was included. The results showed that quality of experience when doing mathematics was mainly related to interest. Grades and course level were most strongly predicted by level of ability. Interest was found to contribute significantly to the prediction of grades for the second year and to the prediction of course level. Quality of experience was significantly correlated with grades but not course level.
1983). Zur Konzeption einer padagogischen Theorie des Interesses. Arbeiten zur Empirischen Pädagogik und Padagogischen Psychologie (Gelbe Reihe Nr. 6). München Neubiberg: Universität der Bundeswehr
describes the theoretical background to, and the development and use of, an Approaches-to-Studying Inventory
concepts from qualitative research on student learning
motivation in studying
approaches to studying, motivation, and learning processes
approaches to studying in secondary school
motivation and approaches to studying in quantitative analyses
motivation and approaches to learning in qualitative analyses
integrating qualitative and quantitative findings (PsycINFO Database Record (c) 2012 APA, all rights reserved)
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
The way we go about accomplishing learning will of course depend upon what we conceive of learning to be. I begin this concluding chapter by discussing definitions of learning. Then, I deal with the approaches students take to the task of learning in school. Approaches are the observable attempts of students to adapt to school, and they reflect both the school environment and the students themselves—individuals made up of unique past experiences and unique styles of perceiving and thinking. I consider some of the variables that contribute to the individuality of the student, including motives, self-concepts, and cognitive styles. I end by considering ways of improving learning, but since we can do little to change personality and cognitive style directly, suggestions generally involve modifications to the school environment.
This study investigated the relationship between topic interest and reading comprehension, focusing on higher ability students. Ninety-three fifth and sixth grade subjects were given reading passages of higher and lower interest, and tested on their comprehension of these passages. Analysis of the data revealed that higher interest materials significantly facilitated the reading comprehension of higher ability students. Lower and middle ability readers’ comprehension was not affected by the varying interest conditions. There was no effect by sex. The finding conflicts with the results of previous research and has implications for the reading education of gifted students.
The present study investigated the influence of topic interest on the comprehension of texts. The primary goals of the study were as follows: (1) to formulate a new definition of the concept “topic interest”, (2) to control for cognitive capabilities (intelligence, short-term memory) and prior knowledge, and (3) to assess different levels of comprehension. A total of 53 male students, majoring in computer science, took part in the study. Subjects were presented with a text on “Psychology of Emotion”. Prior to reading the text, they were asked to indicate their level of interest in the topic. After reading the text, subjects were given a test of comprehension involving open-ended questions. The questions were designed to represent different levels of comprehension. The results show that the effect of topic interest on text comprehension is especially pronounced when a deeper level of understanding is required. Surprisingly, prior knowledge had no effect on the level of comprehension. Verbal intelligence, on the other hand, showed a clear effect on comprehension, especially in answering questions of simple knowledge. The effects of interest and verbal intelligence could be shown to be independent of one another.
To study the effects of motivation on cognition, 55 fifth- and sixth-grade students were randomly assigned to 3 motivational treatment groups: (1) ego-involved (ability oriented); (2) task-involved (mastery oriented); and (3) control (no orientation). The ego-involvement treatment attempted to make subjects feel that their abilities on the tasks were being judged and compared to those of other subjects. The task-involvement treatment encouraged subjects to view any mistakes as challenges and to see the overcoming of these challenges as the end goal. The control treatment offered the subjects no interpretation of the tasks, leaving the subjects free to generate their own orientation toward the tasks. All subjects completed a computer task that required them to process 60 words at one "shallow" and two "deep" levels of processing through rhyming (shallow), categorization (deep), and sentence completion (deep). No differences existed between the treatment groups at the rhyming level of processing, but at the categorization and sentence-completion levels, the task-involved and control treatment groups recalled significantly more words than did the ego-involved group. This finding suggests that ego-involvement may be especially detrimental to learning that requires deeper levels of cognitive processing. Appendix A provides a transcript of experimental procedures, Appendix B lists the levels of processing of task items, and Appendix C includes the follow-up questions and the 60-item free recall measure used in the study. (SLD)
Learning-to-learn phenomena have been examined from a wide variety of perspectives (Anderson, 1985; Brown, Bransford, Ferrara & Campione, 1983; Dillon & Schmeck, 983; Kirby, 1984; Pressley & Levin, 1983a, 1983b; Weinstein & Mayer, 1985). While, in general, this development has served to enrich the field of study, it has also created enormous definitional problems. For the purposes of this chapter, attention is focused on a subarea called learning strategies. Learning strategies are considered to be any behaviors or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. More specifically, these thoughts and behaviors constitute organized plans of action designed to achieve a goal (Anderson, 1985; Paris, in press; Weinstein & Mayer, 1985). Examples of learning strategies include actively rehearsing, summarizing, paraphrasing, imaging, elaborating, and outlining.
Assessment programs designed to improve instruction should be based on strong theoretical models of student learning, motivation, and instruction.
Previous theories of intrinsic motivation have traditionally ignored the experiential or subjective aspects of engagement in intrinsically and extrinsically motivated tasks. Part of the reason for the lack of research in this area was our ignorance of which emotions to study. Data are presented here from two studies designed to produce the first systematic evidence of changes in basic emotional states during task engagement. Our findings suggest that intrinsic and extrinsic tasks can be differentiated according to the emotional changes subjects retrospectively report about their engagement with these tasks, and point the way to future research incorporating emotion as an important variable to consider.