Interest, Learning, and Motivation

Schiefele, Ulrich

doi:10.1207/s15326985ep2603&4_5

Cited by 462 publications

(352 citation statements)

References 55 publications

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“…Regarding motivation the findings of this study were in line with previous studies. There is now considerable support for the association between students" motivation and use of learning strategies (Elliot, McGregor, & Gable, 1999;Lens, Simons, & Dewitte, 2002;Pintrich, 1999;Pintrich & De Groot, 1990;Schiefele, 1991). In terms of language learning strategy and language proficiency, in a large number of studies a positive relationship between the two aforementioned variables has been reported (Bruen, 2001;Glenn, 2000;Park, 1997;Sheorey, 1999).…”

Section: Discussionmentioning

confidence: 98%

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

Ghavamnia¹,

Kassaian²,

Dabaghi³

2011

JLTR

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Section: Discussionmentioning

confidence: 98%

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

Ghavamnia¹,

Kassaian²,

Dabaghi³

2011

JLTR

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“…Therefore, our findings-and our broader methodological approach to examining TUTs during learning-are quite compatible with feed-forward-and-feedback models of interest and engagement: Traits, habits, interests and abilities affect momentary motivations to learn, and these then create emotional and cognitive states (including focused or distracted attention), which in turn act as mediators to affect learning, which may then alter those original traits, habits, interests, and abilities (e.g., Hidi, 1990Hidi, , 1995Hidi & Reninger, 2006;Schiefele, 1991).…”

Section: Issues Of Causalitymentioning

confidence: 96%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

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A combined experimental-correlational study with a diverse sample (N = 182) from two research sites tested a set of five a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video, and also whether longhand note-taking would help reduce mind wandering, at least for some students. Half the subjects took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that: (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the two sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning.Keywords: mind wandering, note-taking, learning, education, situational interest, media multitasking Mind Wandering, Lecture Learning, and Situational Interest 3 A Combined Experimental and Individual-Differences Investigation into Mind Wandering During a Video LectureHow can teachers and students optimize learning? Cognitive psychologists are increasingly applying laboratory findings to this educational problem. Principles from the memory literature, such as the benefits of spaced practice, testing, and metacognitive selfevaluations, have been most successfully employed and broadly disseminated (for reviews, see Benassi, Overson, & Hakala, 2014;Brown, Roediger, & McDaniel, 2014;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We suggest that this education-focused research should also embrace two additional domains: (a) individual differences in cognitive abilities and domain experience (e.g., interest and knowledge) and (b) the functions-and dysfunctions-of attention in learning contexts.Stable cognitive-ability differences, such as those in working memory capacity (WMC), predict many indices of academic achievement (e.g., Alloway & Alloway, 2010;Cowan et al., 2005). Educational psychology has further identified personality and experi...

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“…Experiential value refers to the valuing of content for its usefulness in immediate, everyday experience. Experiential value overlaps with the intrinsic and utility aspects of task value (Eccles & Wigfield, 1985;Wigfield & Eccles, 1992) and the feeling and value components of actualized personal interest (Schiefele, 1991(Schiefele, , 2001. Hence, in line with prior conceptions of engagement, transformative experience is a holistic construct defined by behavior (motivated use), cognition (expansion of perception), and affect (experiential value).…”

Section: Defining and Conceptualizing Transformative Experiencementioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post-and follow-up assessments and (b) transfer at the follow-up assessment. According to Jackson (1986), there are two enduring outlooks in education, the mimetic, which focuses on transmitting predetermined and measurable information to students, and the transformative, which focuses on the transformation of qualities such as values, attitudes, and perceptions. Unfortunately, the majority of our efforts for educating children

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Interest, Learning, and Motivation

Cited by 462 publications

References 55 publications

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Motivation, learning, and transformative experience: A study of deep engagement in science

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