Teaching for course interest

Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage

“…Recent research with these levels of interest has also pointed to how perceptions of instruction impact Course interest, relative to students' prior Domain interest. For example, autonomy-supportive and well-structured instructional experiences were found to significantly predict Course interest whereas Prior Domain interest did not (Fryer & Bovee, 2020). These studies established the utility of modelling interest at these levels of specificity.…”

“…Prior knowledge was expected to positively predict interest (Renninger & Hidi, 2016;Tobias, 1994). Recent modelling (Fryer & Bovee, 2020) and the unique composite nature of Course interest discussed to this point, however, suggested no significant direct predictive relationship in the specific case of Course interest (H2d). There is empirical support for prior knowledge to directly, positively predict future Domain interest (Fryer & Ainley, 2019) (H2e) and positively predict future Task interest (Nuutila et al, 2020) (H2f).…”

“…An example in which differences in task engagement can be observed are simulation tasks done alone versus similar tasks with a social component. In recent studies, only interest in the task with a social component significantly predicted future interest in the course (Fryer et al, 2017Fryer & Bovee, 2020). Recent research with these levels of interest has also pointed to how perceptions of instruction impact Course interest, relative to students' prior Domain interest.…”

“…Three levels of interest (Task, Course and Domain) were measured across the course, along with a measure of self-efficacy beliefs at the course level (i.e., consistent with the course's skills development aims), tests of prior knowledge and three formative tests (see supplemental materials, Table 5) were employed in the current research. The Task interest scale was three items in length and drew on items from past Task interest-orientated research where it had presented robust reliability and construct validity (Fryer et al, 2016(Fryer et al, , 2017Fryer & Bovee, 2020; The pre/post Domain interest scale (Renninger & Schofield, 2014) was used recently in four longitudinal studies conducted within university foundation courses as a pilot to the current study. Based on the previous use of the scale and consistent with making the instrument unobtrusive, three items were selected for use in the current study.…”

Selling-to-Teach: A Didactical Look at the Natural Integration Between Teaching and Selling

“…Skinner et al, 2008). Contrariwise, students with higher interest experience better teaching (Fryer & Bovee, 2020). Student interest is directly affected by teacher involvement.…”