Journal ArticleDOI
Situational interest: Its multifaceted structure in the secondary school mathematics classroom.
TLDR
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 classroomread more
Citations
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Journal ArticleDOI
Predicting Conceptual Understanding With Cognitive and Motivational Variables
Solomon Alao,John T. Guthrie +1 more
TL;DR: In this paper, the relationship between prior knowledge, learning strategy use, interest, learning goals, and conceptual understanding was examined, and the mutual support of those processes in knowledge acquisition was discussed.
Journal ArticleDOI
Coherence or interest: Which is most important in online multimedia learning?
TL;DR: Interest in learning suggests that in authentic learning settings, interest may mitigate the effects of the coherence principle, and difficulties involved in measuring differences in learning within the constraints of a real learning environment are addressed.
Proceedings Article
The interest-driven learning design framework: motivating learning through usefulness
Daniel C. Edelson,Diana Joseph +1 more
TL;DR: The Interest-Driven Learning Design Framework provides guidelines for designing learning activities that achieve the benefits of interest as a motivator for learning by using other forms of motivation as context motivators.
Journal ArticleDOI
Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science
TL;DR: This article investigated how classroom inquiry activities relate to students' interest in school science and found that students have a high interest in science class, while self-efficacy and leisu....
Journal ArticleDOI
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics
TL;DR: This article examined the effects of teacher caring, teacher content explanations, and teacher interest promotion on Latino students' interest, self-efficacy, and achievement in mathematics, and found that content explanations and interest promotion mediate the relation between teacher caring and interest.
References
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Comparative fit indexes in structural models
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.
Journal ArticleDOI
Significance tests and goodness of fit in the analysis of covariance structures
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Focus Groups: A Practical Guide for Applied Research
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.
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How We Think
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.