Situational interest in tertiary mathematics courses: Individual determinants and stimulation through value-explicating material

高等数学课程的高辍学率表明，许多学生没有成功地利用学习机会。在文献中，情境兴趣被认为是成功学习过程的一个重要因素。情境兴趣可以分为与感觉和价值相关的部分。它是由个人因素、学习情境因素以及它们之间的相互作用引起的。本文详细研究了情境兴趣在学校数学学习情境中的作用。然而，高等数学课程的学习情况与这些有很大不同，因为在大学里，数学被视为一门科学，证明学科，而在学校，数学被视为解决现实世界问题的工具。本计画的目的是将先前关于情境兴趣的研究结果延伸至高等数学课程的学习情境。重点关注以下两个问题：(1)哪些个体因素、动机因素和认知因素以及学习情境中的经验特征决定了情境兴趣？(2)情境兴趣与个体学习过程及其结果是否相关？这些问题是解决高等数学课程中两种不同学习情况的两项实证研究的核心。第一，纵向研究侧重于听课的学习情况。在四节课中，每节课在三个时间点，大约170名学生说明他们对情境的兴趣。将分析所报告的情境兴趣与个人特征（如个人兴趣）、学习情境中的经验特征（如自主性经验）、预期的学习过程及其结果（如努力和学习满意度）之间的关系。这些分析也将在第二项关于学习情境解决任务的研究中进行。第二项研究将以期望值模型为基础，进一步调查(3)有解释的材料（与没有价值解释的材料相比）是否能激发师范生（与本科学生相比）的情境兴趣。具有价值解释的材料由连接学校和大学数学的任务组成，鉴于他们的职业生涯前景，这种联系可能与教师教育学生有关。除了努力，这些任务的具体处理将被用作学习过程的一个指标。如果材料被证明是成功的，进一步的研究可以分析持续使用材料可能对（认知）学习成功产生的影响。

High dropout rates in tertiary mathematics courses indicate that many students do not use learning opportunities successfully. In the literature, situational interest is identified as one important factor for successful learning processes. Situational interest can be divided into a feeling- and a value-related component. It is induced by factors of the individual, factors of the learning situation, and by their interaction. The role of situational interest for mathematical learning situations in school has been researched in detail. However, learning situations in tertiary mathematics courses differ from these substantially because at university, mathematics is discerned as a scientific, proving discipline whereas at school, mathematics is regarded as a tool to solve real-world problems. The aim of this project is to extend previous results concerning situational interests to learning situations in tertiary mathematics courses. The focus is on the two following questions: (1) Which individual, motivational and cognitive, factors and what characteristics of experience in learning situations determine situational interest? (2) Does situational interest relate to individual learning processes and their outcomes? These questions are central in two empirical studies addressing two different learning situations in tertiary mathematics courses. The first, longitudinal study focusses on the learning situation attending a lecture. In four lectures at three points in time each, approximately 170 students specify their situational interest. The relation between the situational interest reported and individual features (e. g. individual interest), the characteristics of experience in learning situations (e. g. the experience of autonomy), the anticipated learning process and their results (e. g. the effort and study contentment), will be analysed. These analyses will also be conducted in a second study on the learning situation solving tasks. This second study with 150 students will additionally investigate, grounded on expectancy-value models, (3) if material with explication (in contrast to material without value explication) stimulates the situational interest of teacher education students (in contrast to bachelor students). The material with value explication consists of tasks linking school and university mathematics, a connection that is presumably relevant for teacher education students in view of their perspective professional life. In addition to effort, the specific processing of these tasks will be used as an indicator of the learning process. In case the material turns out successful, a further study can analyse which effect a continuous use of the material may produce on (cognitive) learning success.