Constructing Motivation through Choice, Interest, and Interestingness

Autor/in	Patall, Erika A.
Titel	Constructing Motivation through Choice, Interest, and Interestingness
Quelle	In: Journal of Educational Psychology, 105 (2013) 2, S.522-534 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0030307
Schlagwörter	Interest Research; Student Empowerment; Reading Comprehension; College Students; Student Characteristics; Student Attitudes; Selection; Interests; Motivation; Performance; Context Effect; Program Effectiveness; Investigations + Suchen Sie Ihr Suchwort? Interessenforschung; Studienberechtigung; Leseverstehen; Collegestudent; Schülerverhalten; Auslese; Bildungsinteresse; psychologische; Motivation (psychologisch); Achievement; Leistung; Untersuchung
Abstract	Psychological research and theory have traditionally suggested that opportunities for choosing will lead to motivation and performance benefits. However, evidence on choice effects has not been ubiquitously positive, and recent investigations have revealed factors that diminish or reverse the effects of choosing. This investigation sought to extend this line of inquiry by examining whether interest factors may influence preferences for choosing and the effects of choice on motivation and performance. In Study 1, participants read a series of scenarios and reported a greater preference for choosing aspects of a task when the task was more, compared to less, personally interesting. Similarly, Study 2 revealed that choosing aspects of a trivia game enhanced post-task interest for the game only for individuals high in initial individual interest for trivia games in general. In contrast, Study 3 revealed that choosing enhanced post-task interest, perceived competence, value, and relative liking for a reading comprehension task when the reading passage was boring. When the passage was interesting, choosing resulted in less adaptive motivation outcomes. Going further, exploratory analyses revealed a 3-way interaction, suggesting that choosing enhanced willingness to engage in the task again only for those high in initial individual interest for reading and when the particular version of the task was boring. Interactions between choice and interest were not revealed for task performance in either Study 2 or Study 3. Rather, performance was higher among individuals who chose compared to individuals who did not. Implications of these findings are discussed. (Contains 3 tables, 2 figures, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10