Within-Person Analyses of Situational Interest and Boredom: Interactions between Task-Specific Perceptions and Achievement Goals

Autor/inn/en	Tanaka, Ayumi; Murayama, Kou
Titel	Within-Person Analyses of Situational Interest and Boredom: Interactions between Task-Specific Perceptions and Achievement Goals
Quelle	In: Journal of Educational Psychology, 106 (2014) 4, S.1122-1134 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036659
Schlagwörter	Foreign Countries; Undergraduate Students; Interests; Psychological Patterns; Measurement Techniques; Student Attitudes; Hierarchical Linear Modeling; Difficulty Level; Expectation; Objectives; Achievement; Correlation; Japan + Suchen Sie Ihr Suchwort? Ausland; Bildungsinteresse; Messtechnik; Schülerverhalten; Schwierigkeitsgrad; Expectancy; Erwartung; Goal definition; Zielsetzung; Performance; Leistung; Korrelation
Abstract	Despite the increasing number of studies examining the correlates of interest and boredom, surprisingly little research has focused on within-person fluctuations in these emotions, making it difficult to describe their situational nature. To address this gap in the literature, this study conducted repeated measurements (12 times) on a sample of 158 undergraduate students using a variety of self-report assessments and examined the within-person relationships between task-specific perceptions (expectancy, utility, and difficulty) and interest and boredom. This study further explored the role of achievement goals in predicting between-person differences in these within-person relationships. Using hierarchical linear modeling, we found that, on average, a higher perception of both expectancy and utility, as well as a lower perception of difficulty, was associated with higher interest and lower boredom levels within individuals. Moreover, mastery-approach goals weakened the negative within-person relationship between difficulty and interest and the negative within-person relationship between utility and boredom. Mastery-avoidance and performance-avoidance goals strengthened the negative relationship between expectancy and boredom. These results suggest how educators can more effectively instruct students with different types of goals, minimizing boredom and maximizing interest and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01