Abstract
This study investigated the development of graduate students’ situational interest in research methods courses within a College of Education. Data from 161 participants was collected three times over the course of a semester to better understand the processes involved with triggered and maintained situational interest. Results indicated that controlling for individual interest, instructional relevance and the emotions of enjoyment and boredom predicted triggered situational interest. Triggered situational interest exerted both direct and indirect effects on feeling- and value- related components of maintained situational interest. Boredom partially mediated the effect of triggered interest on the feeling-component of maintained interest. Relevance, enjoyment, and utility value partially mediated effects on the value-component. Finally, changes in behavioral engagement were associated with value-related situational interest.
| Original language | American English |
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| State | Published - Apr 2011 |
| Event | Poster session presented at the national meeting of the American Educational Research Association - Duration: Apr 1 2014 → … |
Conference
| Conference | Poster session presented at the national meeting of the American Educational Research Association |
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| Period | 04/1/14 → … |
Disciplines
- Curriculum and Instruction
- Curriculum and Social Inquiry
- Educational Assessment, Evaluation, and Research
- Educational Methods
Keywords
- Instructional support
- Research methods
- Student engagement
- Utility value on situational interest