Interest and the quality of experience in classrooms
Interest and the quality of experience in classrooms
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课堂体验的兴趣和质量
DOI：
10.1007/bf03172784
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发表时间：
1994
影响因子：
3
通讯作者：
M. Csíkszentmihályi
中科院分区：
文献类型：
--
作者：
Ulrich Schiefele;M. Csíkszentmihályi
本研究调查了四个不同学科领域（数学，生物，英语，历史）的兴趣和课堂体验质量之间的关系。兴趣强度作为经验的预测因子与成就动机和学习能力进行了对比。共有208名高能力的大一和大二学生完成了兴趣评级，成就动机问卷，和初步学术能力倾向测试（PSAT）。在这些评估之后，进行了为期一周的经验抽样。此外，还提供了所涉学科领域的等级。结果表明，兴趣是一个显着的预测经验的潜力，内在动机，自尊和感知的技能。控制能力和成就动机并没有降低这些关系的强度。成就动机和能力被证明是相当弱的预测质量的经验比兴趣。此外，兴趣对数学、生物和历史成绩的预测有很大贡献，但对英语没有影响。最后，对本研究的主要结果和局限性进行了讨论，并对今后的研究提出了建议。
This study investigated the relation between interest in four different subject areas (mathematics, biology, English, history) and the quality of experience in class. The strength of interest as a predictor of experience was contrasted with that of achievement motivation and scholastic ability. A total of 208 highly able freshmen and sophomores completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test (PSAT). These assessments were followed by one week of experience sampling. In addition, grades were available for the subject areas involved. The results showed that interest was a significant predictor of the experience of potency, intrinsic motivation, self-esteem, and perception of skill. Controlling for ability and achievement motivation did not decrease the strength of these relations. Achievement motivation and ability proved to be considerably weaker predictors of the quality of experience than was interest. In addition, interest contributed significantly to the prediction of grades in mathematics, biology, and history, but not English. The main results and some limitations of the study are discussed, and suggestions for future research are made.