Measuring Situational Interest in Academic Domains
Measuring Situational Interest in Academic Domains
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DOI：
10.1177/0013164409355699
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发表时间：
2010-08-01
影响因子：
2.7
通讯作者：
Harackiewicz, Judith M.
中科院分区：
文献类型：
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作者：
Linnenbrink-Garcia, Lisa;Durik, Amanda M.;Harackiewicz, Judith M.
进行了三项研究，以开发和验证一种适用于评估不同学术环境中青少年情景兴趣(SI)的新测量方法的分数。研究一(n=858)对心理学导论专业本科生进行了自填式问卷调查。验证性因素分析(CFA)支持一个三因素模型，该模型区分了(A)吸引学生注意力的课程材料的呈现(触发-SI)，(B)材料本身的愉悦和吸引程度(保持-SI-感觉)和(C)材料是否被视为重要和有价值的(保持-SI-价值)产生的兴趣。研究2(n=284)和研究3(n=246)的CFA分析也支持初中生数学情境兴趣的三因素模型。此外，情境兴趣被证明与个人兴趣是不同的，并且在统计上显著地预测了整个学年个人兴趣的变化。
Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents' situational interest (SI) across various academic settings. In Study 1 (n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that grabbed students' attention (triggered-SI), (b) the extent to which the material itself was enjoyable and engaging (maintained-SI-feeling), and (c) whether the material was viewed as important and valuable (maintained-SI-value). CFA analyses in Study 2 (n = 284) and Study 3 (n = 246) also supported the three-factor situational interest model for middle and high school students in mathematics. Moreover, situational interest was shown to be distinct from individual interest and was a statistically significant predictor of change in individual interest across the school year.