Interest and Learning From Text

Schiefele, Ulrich

doi:10.1207/s1532799xssr0303_4

Cited by 380 publications

(260 citation statements)

References 71 publications

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“…Schiefele (1999) argues that intrinsic motivation and interest energize students' reading; students interact with text deeply and gain relatively high amounts of knowledge or aesthetic experience. Guthrie et al (2007) state that if learners reading interest is weak, the competency of the students grows little and their quality as readers diminishes.…”

Section: Literature Reviewmentioning

confidence: 99%

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Ullah¹,

Fatema²

2013

ELT

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The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading classes across the world. This research aims at finding out why some students are less motivated in reading classes at Tertiary Level in Bangladesh.Both qualitative and quantitative research methodshave been employed in conducting the research. Simple random sampling technique has been used to select the respondents from the population of different public and private universities of Bangladesh. This research shows that some students are less motivated in reading classesat Tertiary Level for quite a lot of reasons pertaining to themselves, teachers, reading materials, contextual factors, etc. This paper also highlights some recommendations carrying out of which might make learners motivated in reading classes.

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Section: Literature Reviewmentioning

confidence: 99%

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Ullah¹,

Fatema²

2013

ELT

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“…Interest (i.e., the feeling-and value-related attributes toward an object; Schiefele, 1999), which is also one of the forces considered in the MDL, may also potentially moderate the relation between depth of processing and performance.…”

Section: Modeling Deep and Surface Processingmentioning

confidence: 99%

Multidimensional Investigation of Deep and Surface Processing

Dinsmore¹

2012

PsycEXTRA Dataset

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Within the psychological literature, there is the general assumption that deeper-level processing should be consistently associated with better academic performance (e.g., Block, 2009). However, studies exploring the relation between depth of processing (e.g., deep and surface processing) and learning outcomes have not produced consistent results. The argument guiding the current investigation was that these inconsistent findings regarding the relation between depth of processing and performance may be attributable to individual and situational factors that moderate this relation.Specifically, in this study, the potential moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance were investigated. Support for these individual and situational factors were derived from a systematic review of the literature that also examined conceptualization and operationalization of deep and surface processing. recall measure and open-ended task. Plausible explanations for these findings and implications for future research and instructional practice are discussed.

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“…The distinction between individual interest and situational interest has been drawn as a framework in many empirical studies on interest (Garner et al, 1989;Garner et al, 1992;Harp & Mayer, 1997Hidi, 1990Hidi, , 2001Hidi & Anderson, 1992;Hidi & Baird, 1986;Krapp, 1999Krapp, , 2002Krapp et al, 1992;Schiefele, 1991Schiefele, , 1992Schiefele, , 1996Schiefele, , 1998Schiefele, , 1999Schiefele & Krapp, 1996;Schraw, 1998;Wade et al, 1993). From the view of individual interest, interest is implied as a characteristic of person.…”

Section: The Framework Of Research On Interestmentioning

confidence: 99%

“…Individual interest is defined as people's relatively enduring preferences for different topics, tasks, or contexts (Krapp, 1999;Tobias, 1994). Schiefele (1991Schiefele ( , 1999 further distinguished between two subcomponents of individual interest; a feeling-related component and a value-related component as illustrated in Figure 2.…”

Section: Individual Interestmentioning

confidence: 99%

“…It is presumed that value related interest increases engagement because an activity or body of knowledge is judged to be salient to one's goal (Sansone, Weir, Harpster, & Morgan, 1992;. Since those two aspects are highly correlated each other, it is hard to determine what aspect of components affect individual interest (Schiefele, 1991(Schiefele, , 1999. However, it is obvious that some learners prefer to learn specific topics or participate in specific activities because they like it primarily based on feeling, and others also do because they think the activity is important for some future purpose.…”

Section: Individual Interestmentioning

confidence: 99%

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Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Interest and Learning From Text

Cited by 380 publications

References 71 publications

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Multidimensional Investigation of Deep and Surface Processing

Tool use in open learning environments: In search of learner-related determinants

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