The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest

Autor/inn/en	Tapola, Anna; Jaakkola, Tomi; Niemivirta, Markku
Titel	The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest
Quelle	In: Journal of Experimental Education, 82 (2014) 4, S.455-479 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2013.813370
Schlagwörter	Elementary School Students; Goal Orientation; Computer Simulation; Science Instruction; Science Interests; Student Motivation; Factor Analysis; Pretests Posttests; Equipment; Mastery Learning; Learning Processes; Situational Tests; Outcomes of Education; Foreign Countries; Questionnaires; Statistical Analysis; Gender Differences; Finland + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Faktorenanalyse; Learning process; Lernprozess; Situationsansatz; Lernleistung; Schulerfolg; Ausland; Fragebogen; Statistische Analyse; Geschlechterkonflikt; Finnland
Abstract	This study investigated changes in elementary school students' (n = 140) situational interest as a function of achievement goal orientation profiles and task characteristics. The authors repeatedly measured situational interest during a simulated science learning task in 2 task conditions that differed in the concreteness of the task elements. The authors identified 3 groups of students with different goal orientation profiles: success-, mastery-, and avoidance-oriented. Results of repeated-measures analysis of covariance showed that students with different profiles displayed different patterns of changes in situational interest in the 2 task conditions. The results confirmed the importance of acknowledging the interaction of student and task characteristics in the arousal and maintenance of situational interest across a learning task. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10