Antecedents and consequences of situational interest.
Antecedents and consequences of situational interest.
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情境兴趣的前因和后果。
DOI：
10.1111/j.2044-8279.2012.02080.x
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Messersmith,EmilyE
中科院分区：
文献类型：
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作者：
Linnenbrink-Garcia,Lisa;Patall,ErikaA;Messersmith,EmilyE
背景情境兴趣的研究越来越多。然而，我们仍然对同传在课堂上的支持方式以及同传的学习效益知之甚少。（3）课堂教学实践对学业成绩的中介作用（平均年龄= 14.6岁）谁参加了科学课程在为期3周的住宅夏季计划的天才adolescents.MethodParticipants完成自我报告的措施之前，夏季计划的开始，并在该计划结束。暑期课程的教师完成了学生的参与度在program.ResultMultiple回归分析进行了调查的三个研究目标的评级。在控制了最初的个人兴趣之后，感知选择，教师的可接近性和课程与真实的生活的联系是夏季课程期间SI的统计学显著预测因素，基于SI的形式（触发，保持感觉和保持价值）观察到不同的关联。SI是正相关的个人兴趣和感知能力在科学的节目结束时，以及教师评级的参与; SI还介导了这些outcome.ConclusionResults的课堂实践的协会表明，课堂实践形状SI。反过来，SI支持激励和参与。此外，识别了SI的三个子成分的差异化的前因和结果，突出了这种三成分方法在研究SI中的实用性。
BackgroundThere is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI.AimThe current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes.SampleParticipants were 126 male and female adolescents (mean age = 14.6 years) who took part in a science course during a 3‐week residential summer programme for talented adolescents.MethodParticipants completed self‐report measures prior to the start of the summer programme and at the end of the programme. Summer programme instructors completed ratings of students' engagement during the programme.ResultMultiple regression analyses were conducted to investigate the three study aims. After controlling for initial individual interest, perceived choice, instructor approachability, and course connections to real life were statistically significant predictors of SI during the summer programme, with varying associations observed based on the form of SI (triggered, maintained‐feeling, and maintained‐value). SI was positively related to individual interest and perceived competence in science at the end of the programme as well as teacher‐rated engagement; SI also mediated the associations of classroom practices with these outcomes.ConclusionResults suggest that classroom practices shape SI. In turn, SI supports motivation and engagement. Moreover, differentiated antecedents and outcomes of the three sub‐components of SI were identified, highlighting the utility of this three‐component approach for studying SI.