Teaching for Course Interest

Autor/inn/en	Fryer, Luke K.; Bovee, H. Nicholas
Titel	Teaching for Course Interest
Quelle	In: Studies in Higher Education, 46 (2021) 11, S.2122-2133 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fryer, Luke K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1712692
Schlagwörter	Student Interests; Learning Motivation; College Freshmen; Foreign Countries; Gender Differences; Required Courses; Second Language Learning; Second Language Instruction; Japan + Suchen Sie Ihr Suchwort? Studieninteresse; Motivation for studies; Lernmotivation; Studienanfänger; Ausland; Geschlechterkonflikt; Pflichtkurs; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Motivations-beliefs for learning and their relationship to instructional experiences are a poorly understood aspect of higher education. Notably, interest is an individual difference that both researchers and educators alike believe should be supported. However, this support is too often relegated to the craft of instruction. To be enhanced broadly, interest must be considered from a scientific perspective. In this study the longitudinal connections between students' domain/course-level interest, the instruction students' experienced, students' exam scores and attendance were assessed. First-year university students in Japan (n = 1000, Female = 271) participated in the study. Students completed surveys at three time points across one semester of study. Students' initial domain interest presented medium-to-large ßs with instructional experiences, future course interest, exam scores, and positive instructional experiences (autonomy-supportive and structuring). Future course interest presented medium-ß for course attendance. Small relationships were observed between students' sex and their instructional experiences. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01