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- Lisa Linnenbrink-Garcia
- Duke University, Durham, NC, USA,
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- Amanda M. Durik
- Northern Illinois University, DeKalb, IL, USA
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- AnneMarie M. Conley
- University of California, Irvine, CA, USA
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- Kenneth E. Barron
- James Madison University, Harrisonburg, VA, USA
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- John M. Tauer
- University of St. Thomas, Saint Paul, MN, USA
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- Stuart A. Karabenick
- University of Michigan, Ann Arbor, MI, USA
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- Judith M. Harackiewicz
- University of Wisconsin-Madison, Madison, WI, USA
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説明
<jats:p> Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents’ situational interest (SI) across various academic settings. In Study 1 ( n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that grabbed students’ attention (triggered-SI), (b) the extent to which the material itself was enjoyable and engaging (maintained-SI-feeling), and (c) whether the material was viewed as important and valuable (maintained-SI-value). CFA analyses in Study 2 ( n = 284) and Study 3 ( n = 246) also supported the three-factor situational interest model for middle and high school students in mathematics. Moreover, situational interest was shown to be distinct from individual interest and was a statistically significant predictor of change in individual interest across the school year. </jats:p>
収録刊行物
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- Educational and Psychological Measurement
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Educational and Psychological Measurement 70 (4), 647-671, 2010-03-03
SAGE Publications
