Social Influences on Interest

Bergin, David A.

doi:10.1080/00461520.2015.1133306

Cited by 76 publications

(103 citation statements)

References 101 publications

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“…In addition, there is an increasing body of research suggesting that the quality of the studentteacher relationship plays an important role in mathematics achievement [69,124,125]. However, with the present study we tried to overcome some of the pitfalls of previous studies; indeed, although these constructs have been widely explored for kindergarten [126] and primary school [81], further research seems necessary for middle school [127]. Additionally, to our knowledge, no study has explored the joint effects of these factors for adolescents transitioning to middle school.…”

Section: Discussionmentioning

confidence: 97%

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

et al. 2020

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There is increasing evidence that several factors, including both cognitive and non-cognitive ones, play an important role in mathematics achievement. Relatively little is known about how socio-emotional features and the quality of the student-teacher relationship correlate with mathematics achievement among adolescents in transition to middle school. The aim of the present study is to examine the role of cognitive factors (general cognitive abilities), non-cognitive factors (math anxiety and self-esteem), and the quality of the student-teacher relationship on mathematics achievement. A large sample of Italian sixth graders was evaluated upon entering middle school. The results showed that general cognitive ability was the best predictor of mathematics achievement. As regards non-cognitive factors, the level of math anxiety was effective in predicting mathematics achievement, after controlling for other measures including self-esteem and the quality of the student-teacher relationship. In particular, we found that the quality of the student-teacher relationship had an indirect influence on mathematics achievement through the mediation of math anxiety. Our findings seem to indicate that the quality of the student-teacher relationship may be related to mathematics achievement, through its effects on math anxiety. This may have important implications for practitioners and educators, as we can suggest that interventions devoted to improving the quality of the student-teacher relationship may play a positive role in both preventing math anxiety and promoting mathematics learning.

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Section: Discussionmentioning

confidence: 97%

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

et al. 2020

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“…To be fair, when attempting to interpret the triggering of situational interests, researchers sometimes have resorted to explanatory “factors” that qualify as continuities from the perspective I have outlined. For instance, in some cases students’ prior knowledge and/or valuing (i.e., meaningfulness) an aspect of an activity are said to be involved in triggering a situational interest (Bergin, ; Dohn, ; Renninger & Bachrach, ). These accounts are closer in spirit to the one developed here in that they produce a more inclusive and explanatorily adequate description of the phenomenon.…”

Section: Discussionmentioning

confidence: 99%

“…A situational interest refers to a short-term spike in a person's attention and participation in an activity and it is triggered by features of the environment (Bergin, 2016;Hidi, Renninger, & Krapp, 2004;Krapp, Hidi, & Renninger, 1992;Renninger & Hidi, 2016;Schiefele, 2009;Schraw & Lehman, 2001). For example, in the context of college mathematics activities, Durik, Hulleman, and Harackiewicz (2015) found that students had triggered situational interests in response to elements of novelty, complexity, and uncertainty designed into instructional materials.…”

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confidence: 99%

An inquiry into the structure of situational interests

Azevedo

2017

Science Education

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I advance theoretically and empirically grounded arguments for broadening how we frame and understand situational interests. A situational interest refers to the short-term spike in a person's attention and participation in an activity and it is triggered in the interactions between the person and environment features (e.g., novelty and surprise). As represented in the literature, extant conceptions of the phenomenon frame it fundamentally as a discontinuity in a person's experiences. Put differently, a situational interest denotes a moment in which a new object or activity is first brought into a person's stream of experiences and its triggering marks the boundary between two qualitatively distinct moments-a before-and-after-in one's ongoing activity participation. In contrast, I conjecture that situational interests are best understood as phenomena that combine both discontinuous and continuous dimensions of experience. To argue this point, I use three in-depth videotaped case studies of the triggering and (when available) retriggering of situational interests in STEM-based practices and show that the continuity + discontinuity lens provides a fine-grained and more accountable description of the phenomenon, its triggering process, and its eventual uptake and development (or not). K E Y W O R D Sactivity, continuities and discontinuities, individual interest, situational interest, socio-cultural theory

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“…The research design is based on the assumption that in collaborative learning, individual group members represent interdependent agents (cognitive perspective) who at the same time constitute a social entity that creates affordances and constraints for engagement in the activity (situative perspective) (Järvelä, Volet, & Järvenoja, ). Based on this framework, interest is seen as an individual phenomenon, mediated by social experiences (Bergin, ). The research framework uses a combined analytical unit that captures the individual perspective through questioning (questionnaire, interviews) as well as social mediating aspects through observation of activities.…”

Section: Methodsmentioning

confidence: 99%

Students’ interest in Scratch coding in lower secondary mathematics

Dohn¹

2019

Brit J Educational Tech

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The ability to code computer programs is an important part of literacy in today's society. Coding is a part of logical reasoning, which represents one of the key skills of what are now called "21st century skills" (European Schoolnet, 2014). In an attempt to increase interest in coding, much effort has gone into developing tools and activities for young people. One such initiative is Scratch, a visual coding environment developed by the Lifelong Kindergarten group at the MIT Media Lab. Scratch is intended to foster creativity and increase motivation to engage with computers. The Scratch online community's slogan "Imagine, Program, Share" indicates that sharing and the social aspects of creativity are important parts of the philosophy behind Scratch. The term "Scratching" refers to the fact that existing code can be reused for other purposes and easily combined, shared and adapted to new scenarios-in Scratch, users are encouraged to "remix," downloading and building upon projects developed and made publicly available by other users (Kafai & Burke, 2014).A growing number of schools around the world use Scratch as a gateway to coding. Scratch coding has been successfully utilized in subjects including mathematics, science and arts. In mathematics, Lewis and Shah (2012) measured correlation between the results of coding quizzes and AbstractThe ability to code computer programs is considered an important part of literacy in today's society. This paper reports from a case study in two sixth-grade classes where Scratch coding was part of six mathematics lessons. The aim of the study was to investigate how Scratch coding affected students' interest development in coding and in mathematics. Data were collected using a convergent parallel mixed methods design. The results show a slight, but nevertheless significant, negative effect on students' average interest in coding, as well as in mathematics. Students attributed this to the level of difficulty and the tedious workflow, indicating that their waning interest was due to the prescriptive nature of tasks that offered neither a sense of accomplishment nor the chance for autonomous input. However, situational interest was triggered in off-task coding situations. These situations were not related to the mathematical coding tasks but to the use of existing Scratch games and animations. The findings point to the importance of design principles that allow students an opportunity to tinker, but also to a need for an increased focus on facilitating the development of design knowledge within teacher professional development.

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Social Influences on Interest

Cited by 76 publications

References 101 publications

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

An inquiry into the structure of situational interests

Students’ interest in Scratch coding in lower secondary mathematics

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