Catch and Hold: Instructional Interventions and Their Differential Impact on Student Interest, Attention, and Autonomous Motivation

Autor/inn/en	Bolkan, San; Griffin, Darrin J.
Titel	Catch and Hold: Instructional Interventions and Their Differential Impact on Student Interest, Attention, and Autonomous Motivation
Quelle	In: Communication Education, 67 (2018) 3, S.269-286 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2018.1465193
Schlagwörter	Teaching Methods; Student Interests; Classroom Environment; Student Empowerment; Learner Engagement; Classroom Techniques; Predictor Variables; Relevance (Education); Regression (Statistics); Attention; Humor; Nonverbal Communication; Stimulation; Hypothesis Testing; College Students; Student Attitudes; Student Surveys; Content Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Klassenklima; Unterrichtsklima; Studienberechtigung; Klassenführung; Prädiktor; Relevance; Relevanz; Regression; Regressionsanalyse; Aufmerksamkeit; Humoristische Darstellung; Non-verbal communication; Nonverbale Kommunikation; Hypothesenprüfung; Hypothesentest; Collegestudent; Schülerverhalten; Schülerbefragung; Inhaltsanalyse; Statistische Analyse
Abstract	In this study, we investigated how various teaching behaviors influence student interest as a situational variable. Specifically, we studied how behaviors related to "catch" interest (i.e., ephemeral aspects of the learning environment such as instructor humor, nonverbal immediacy, intellectual stimulation) and "hold" interest (i.e., features of the environment that empower students to reach their personal goals including content relevance and meaningfulness) predicted students' sustained attention and autonomous motivation. As anticipated, results of a structural regression model indicated that catch interest was linked to students' sustained attention in class. Conversely, hold interest was related to students' autonomous motivation. Our results suggest that if teachers want to ensure they maximize student motivation inside the classroom and beyond, they might consider diversifying their teaching behaviors to target both the catch and hold aspects of students' situational interest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01