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Journal ArticleDOI

Situational interest: Its multifaceted structure in the secondary school mathematics classroom.

01 Sep 1993-Journal of Educational Psychology (American Psychological Association)-Vol. 85, Iss: 3, pp 424-436
TL;DR: In this paper, the tenability of a hypothetical construct of interest as it applies to the secondary mathematics classroom was proposed and empirically assessed, and the results indicate that it is useful to distinguish between personal and situational interest.
Abstract: The present study attempted to tackle a hurdle that continues to plague the research on interest: the lack of an adequate theoretical model. In particular, the tenability of a hypothetical construct of interest as it applies to the secondary mathematics classroom was proposed and empirically assessed. Building on previous theoretical work, the study used qualitative and quantitative methodologies to first develop a model and then assess its construct validity. The results indicate that it is useful to distinguish between personal and situational interest. Furthermore, the results indicate that the structure of situational interest is multifaceted, clarifying 5 subfacets of situational interest in the high school mathematics classroom
Citations
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Journal ArticleDOI
TL;DR: In this article, the authors proposed a 4-phase model of interest development, which describes four phases in the development and deepening of learner interest: triggered situational interest, maintained interest, emerging (less developed) individual interest, and well-developed individual interest.
Abstract: Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.

3,014 citations


Cites background or result from "Situational interest: Its multiface..."

  • ...It is also likely that it was this combination of related prior knowledge and text characteristics that enabled her to sustain her situational interest for the content of the article (Harackiewicz et al., 2000; Mitchell, 1993)....

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  • ...…personally involving activities, such as project-based learning, cooperative group work, and one-on-one tutoring, can contribute to the maintenance of situational interest (Hidi et al., 1998; Hoffmann, 2002; Mitchell, 1993; Renninger et al., 2004; Schraw & Dennison, 1994; Sloboda & Davidson, 1995)....

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  • ...Instructional conditions or learning environments that include group work, puzzles, computers, and so on have been found to trigger situational interest (Cordova & Lepper, 1996; Hidi & Baird, 1988; Hidi, Weiss, Berndorff, & Nolan, 1998; Lepper & Cordova, 1992; Mitchell, 1993; Sloboda & Davidson, 1995)....

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  • ...Instructional conditions or learning environments provide meaningful and personally involving activities, such as project-based learning, cooperative group work, and one-on-one tutoring, can contribute to the maintenance of situational interest (Hidi et al., 1998; Hoffmann, 2002; Mitchell, 1993; Renninger et al., 2004; Schraw & Dennison, 1994; Sloboda & Davidson, 1995)....

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  • ...A maintained situational interest may or may not be a precursor to the development of a predisposition to reengage particular content over time as in more developed forms of interest (Harackiewicz et al., 2000; Hidi & Baird, 1988; Lipstein & Renninger, 2006; Mitchell, 1993)....

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Journal ArticleDOI
TL;DR: In this article, the authors argue that the polarization of individual interest, extrinsic and intrinsic motivation, and performance and mastery goals must be reconsidered, and they urge educators and researchers to recognize the potential additional benefits of externally triggered situational interest, intrinsic motivation and performance goals.
Abstract: Interests and goals have been identified as two important motivational variables that impact individuals' academic performances, yet little is known about how best to utilize these variables to enhance childrens' learning. We first review recent developments in the two areas and then examine the connection between interests and goals. We argue that the polarization of situational and individual interest, extrinsic and intrinsic motivation, and performance and mastery goals must be reconsidered. In addition, although we acknowledge the positive effects of individual interest, intrinsic motivation, and the adoption of mastery goals, we urge educators and researchers to recognize the potential additional benefits of externally triggered situational interest, extrinsic motivation, and performance goals. Only by dealing with the multidimensional nature of motivational forces will we be able to help our academically unmotivated children.

1,548 citations


Cites background from "Situational interest: Its multiface..."

  • ...cational materials in more meaningful contexts that illustrate the utility of learning or make it more personally relevant (e.g., Chabay & Sherwood, 1992; Cordova & Lepper, 1996; Mitchell, 1993; Parker & Lepper, 1992; Ross, 1983)....

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  • ...Mitchell (1993) extended this distinction by proposing that the essence of triggering interest lies in finding various ways to stimulate individuals and that the key to maintaining interest lies in finding ways to empower students by helping them finding meaning or personal relevance....

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  • ...…some researchers have sought to stimulate interest by presenting educational materials in more meaningful contexts that illustrate the utility of learning or make it more personally relevant (e.g., Chabay & Sherwood, 1992; Cordova & Lepper, 1996; Mitchell, 1993; Parker & Lepper, 1992; Ross, 1983)....

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  • ...Whereas the individual interest approach tends to focus on enduring preferences, the situational interest approach centers on responses to environmental factors that promote interest in a particular context (Bergin, 1999; Hidi & Baird, 1988; Mitchell, 1993)....

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  • ...Mitchell (1993) noted that though teachers have little influence over the individual interests (or disinterests) students bring to class they can influence the development of such interests by creating appropriate environmental settings which foster situational interest (cf. Turner et al., 1998)....

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Journal ArticleDOI

1,217 citations


Cites background from "Situational interest: Its multiface..."

  • ...…Interessiertheit häufig genug, kann sich daraus eine Stabilisierung der Teilnahmemotivation entwickeln, die für gelingende Lernprozesse ausreichend ist, ohne dass dies jemals zu wirklich intrinsischer Motivation und dispositionalem Interesse führen müsste (vgl. MITCHELL 1993; HIDI/RENNINGER 2006)....

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Journal ArticleDOI
TL;DR: The authors investigated how individual and situational interest factors contribute to topic interest and text learning and found that topic interest was related to affective response, affect to persistence, and persistence to learning.
Abstract: Although influences of interest on learning are well documented, mediating processes have not been clarified. The authors investigated how individual and situational interest factors contribute to topic interest and text learning. Traditional self-report measures were combined with novel interactive computerized methods of recording cognitive and affective reactions to science and popular culture texts, monitoring their development in real time. Australian and Canadian students read 4 expository texts. Both individual interest variables and specific text titles influenced topic interest. Examination of processes predictive of text learning indicated that topic interest was related to affective response, affect to persistence, and persistence to learning. Combining self-rating scales with dynamic measures of student activities provided new insight into how interest influences learning.

990 citations


Cites background from "Situational interest: Its multiface..."

  • ...Once triggered, this reaction may or may not be maintained (Hidi & Baird, 1986; Mitchell, 1993)....

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  • ...…may be particularly important for educators dealing with students who do not have preexisting individual interests in their school activities (Bergin, 1999; Folling-Albers & Hartinger, 1998; Hidi, 1990; Hidi & Berndorff, 1998; Hidi & Harackiewicz, 2000; Mitchell, 1993; Schraw & Dennison, 1994)....

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  • ...Investigators have argued that situational sources of interest may be particularly important for educators dealing with students who do not have preexisting individual interests in their school activities (Bergin, 1999; Folling-Albers & Hartinger, 1998; Hidi, 1990; Hidi & Berndorff, 1998; Hidi & Harackiewicz, 2000; Mitchell, 1993; Schraw & Dennison, 1994)....

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Journal ArticleDOI
TL;DR: In this paper, the authors present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow), and investigate how adolescents spent their time in high school and the conditions under which they reported being engaged.
Abstract: We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work versus listening to lectures, watching videos, or taking exams. Suggestions to increase engagement, such as focusing on learning activities that support students’ autonomy and provide an appropriate level of challenge for students’ skills, conclude the article.

967 citations


Cites background from "Situational interest: Its multiface..."

  • ...Some research has indicated that the more teachers lecture, the fewer opportunities students have to become engaged and attempt to learn the material themselves (Mitchell, 1993)....

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References
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Journal ArticleDOI
TL;DR: A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models and two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes.
Abstract: Normed and nonnormed fit indexes are frequently used as adjuncts to chi-square statistics for evaluating the fit of a structural model A drawback of existing indexes is that they estimate no known population parameters A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models Two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes CFI avoids the underestimation of fit often noted in small samples for Bentler and Bonett's (1980) normed fit index (NFI) FI is a linear function of Bentler and Bonett's non-normed fit index (NNFI) that avoids the extreme underestimation and overestimation often found in NNFI Asymptotically, CFI, FI, NFI, and a new index developed by Bollen are equivalent measures of comparative fit, whereas NNFI measures relative fit by comparing noncentrality per degree of freedom All of the indexes are generalized to permit use of Wald and Lagrange multiplier statistics An example illustrates the behavior of these indexes under conditions of correct specification and misspecification The new fit indexes perform very well at all sample sizes

21,588 citations

Journal ArticleDOI
TL;DR: In this article, a general null model based on modified independence among variables is proposed to provide an additional reference point for the statistical and scientific evaluation of covariance structure models, and the importance of supplementing statistical evaluation with incremental fit indices associated with the comparison of hierarchical models.
Abstract: Factor analysis, path analysis, structural equation modeling, and related multivariate statistical methods are based on maximum likelihood or generalized least squares estimation developed for covariance structure models. Large-sample theory provides a chi-square goodness-of-fit test for comparing a model against a general alternative model based on correlated variables. This model comparison is insufficient for model evaluation: In large samples virtually any model tends to be rejected as inadequate, and in small samples various competing models, if evaluated, might be equally acceptable. A general null model based on modified independence among variables is proposed to provide an additional reference point for the statistical and scientific evaluation of covariance structure models. Use of the null model in the context of a procedure that sequentially evaluates the statistical necessity of various sets of parameters places statistical methods in covariance structure analysis into a more complete framework. The concepts of ideal models and pseudo chi-square tests are introduced, and their roles in hypothesis testing are developed. The importance of supplementing statistical evaluation with incremental fit indices associated with the comparison of hierarchical models is also emphasized. Normed and nonnormed fit indices are developed and illustrated.

16,420 citations

Journal ArticleDOI

13,654 citations

Book
14 Feb 1994
TL;DR: In this article, the authors present a survey of the focus group research, focusing on the following topics: planning the group study, developing a questioning route, participants in a focus group, moderating skills, and conducting interviews with young people.
Abstract: PREFACE ACKNOWLEDGEMENTS 1. Overview of Focus Groups 2. Planning the Focus Group Study 3. Developing a Questioning Route 4. Participants in a Focus Group 5. Moderating Skills 6. Analyzing Focus Group Results 7. Reporting 8. Styles of Focus Group Research 9. Focus Group Interviews With Young People 10. International and Cross-Cultural Focus Groups Interviewing 11. Telephone and Internet Focus Group Interviewing 12. Focus Group Interviews Within the Organization 13. Modifications of Focus Groups 14. Answering Questions About the Quality of Focus Group Research

12,356 citations

Book
John Dewey1
01 Jan 1910
TL;DR: In this article, the importance of critical thinking and the vital role education should play in the development of the critical thinking skills of children has been highlighted, and an appreciation of this correlation and a recognition of its value in educational practice can promote individual happiness and reduce social waste.
Abstract: John Dewey, one of America's greatest popular philosophers and educators, emphasises the importance of critical thinking and the vital role education should play. In this progressive work, written more than 80 years ago, Dewey, recognising that we are born with the ability to think, argues that the educator's fundamental role is to train us to think well. At a time when America is lamenting the lack of solid training in the sciences at the elementary and secondary levels, Dewey's enthusiastic correlation between the scientific mind and the natural attitude of childhood marked by curiosity, imagination, and the love of experimental inquiry offers a refreshing and optimistic perspective. He demonstrates how an appreciation of this correlation and a recognition of its value in educational practice can promote individual happiness and reduce social waste.

8,126 citations