Interest, Learning, and the Psychological Processes That Mediate Their Relationship.
Interest, Learning, and the Psychological Processes That Mediate Their Relationship.
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DOI：
10.1037/0022-0663.94.3.545
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发表时间：
2002-09
影响因子：
4.9
通讯作者：
M. Ainley;S. Hidi;Dagmar Berndorff
中科院分区：
文献类型：
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作者：
M. Ainley;S. Hidi;Dagmar Berndorff
虽然兴趣对学习的影响已经被很好地记录下来，但中介过程还没有被阐明。作者调查了个体兴趣因素和情景兴趣因素对话题兴趣和课文学习的影响。传统的自我报告措施与记录对科学和大众文化文本的认知和情感反应的新型互动计算机化方法相结合，实时监测它们的发展。澳大利亚和加拿大的学生阅读了4篇说明文。个体兴趣变量和特定文本标题都会影响话题兴趣。对文本学习预测过程的检验表明，话题兴趣与情感反应、影响持久度和学习持久度有关。将自我评定量表与学生活动的动态测量相结合，为兴趣如何影响学习提供了新的见解。
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.