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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Proceedings Article
Digital Games: A Motivational Perspective
TL;DR: Motivation theories provide a framework to study how users engage with digital games, so that designers can apply the best features of both computer applications to create powerful learning tools.
Motivated and Self-Regulated Learning of Adult Learners in a Collective Online Environment
TL;DR: In this paper, the authors explored the qualitative variation of motivation and learning strategies, and the factors that best differentiate high and low achievers, and described qualitatively the cooperative performances of the five learner groups that participated in the study using both quantitative and qualitative research methods.
Journal ArticleDOI
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan
TL;DR: For instance, the authors found that providing reading comprehension prompts did not affect the construction of a real-world model and that reading comprehension prompted improved students' situational interest and increased their interest in modelling.
Book ChapterDOI
Introduction to the Theory of Interest-Dense Situations (IDS)
TL;DR: In this article, the authors introduce the theory of interest-dense situations (IDS) by referring to the data from Chap. 2, and provide a frame for how interest dense situations and their epistemic and interest supporting character are shaped through social interactions in mathematics classes.
References
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Journal ArticleDOI
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
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.
Book
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.
Book
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.