Topic interest and free recall of expository text

Schiefele, Ulrich; Krapp, Andreas

doi:10.1016/s1041-6080(96)90030-8

Cited by 232 publications

(180 citation statements)

References 31 publications

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“…The posts may naturally elicit social thinking and lead to stronger encoding of the posts, whereas sentences written by professional authors and unknown neutral faces may be less likely to naturally elicit such encoding-enhancing elaboration. The more gossipy nature of the Facebook posts may have been inherently more interesting to participants and contributed to this social elaboration (Schiefele & Krapp, 1996). In addition, the Facebook posts may be particularly memorable because they are complete in and of themselves, whereas the book sentences, chosen randomly and out of context, need not have been so.…”

Section: Discussionmentioning

confidence: 99%

Major memory for microblogs

et al. 2013

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Online social networking is vastly popular and permits its members to post their thoughts as microblogs, an opportunity that people exploit, on Facebook alone, over 30 million times an hour. Such trivial ephemera, one might think, should vanish quickly from memory; conversely, they may comprise the sort of information that our memories are tuned to recognize, if that which we readily generate, we also readily store. In the first two experiments, participants' memory for Facebook posts was found to be strikingly stronger than their memory for human faces or sentences from books-a magnitude comparable to the difference in memory strength between amnesics and healthy controls.

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Section: Discussionmentioning

confidence: 99%

Major memory for microblogs

et al. 2013

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“…With respect to the interrelation of students' interest and achievement, effects are usually assumed to be reciprocal (see Renninger & Hidi, 2002): Interest should on the one hand trigger deep-learning strategies and in-depth processing of information that are ultimately beneficial for learning and achievement (Schiefele, 1996;Schiefele & Krapp, 1996). On the other hand, performing well should provide important feedback information and foster students' competence beliefs, thus satisfying one of the basic human needs which would ultimately feed into higher levels of self-determined motivation and interest (Deci & Ryan, 1991).…”

Section: Interest and Its Relation To Achievementmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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“…Topic interest is highly correlated with deep-level indicators of understanding, such as elaborations and correct responses to comprehension questions (Schiefele & Krapp, 1996). Schiefele (1998) reports correlations averaging .30 between interest and global indicators of learning (including both grades and indices of achievement), with interest typically explaining about 10% of the variance in learning outcomes.…”

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confidence: 99%

The development of conceptual interests in young children

Alexander

Johnson

Leibham

et al. 2008

Cognitive Development

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We conducted a longitudinal analysis of the relative intensity and duration of interests associated with conceptual domains between the ages of 4 and 6 years, respectively. Results indicated a significant portion of preschool children do sustain an interest in conceptual domains during some portion of their childhood. Expected gender differences were found, with boys more likely to express an interest in a conceptual domain than girls. A latent growth curve analysis revealed that the probability of exhibiting a conceptual interest declined as school began, though the rate of that decline was similar for both boys and girls. Potential explanations for the decrease in conceptual interests as school begins are considered.

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Topic interest and free recall of expository text

Cited by 232 publications

References 31 publications

Major memory for microblogs

Major memory for microblogs

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The development of conceptual interests in young children

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