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  <doc>
    <id>491</id>
    <completedYear>2017</completedYear>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted>2017</thesisYearAccepted>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>238 Seiten</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>doctoralthesis</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2017-07-14</completedDate>
    <publishedDate>2017-07-14</publishedDate>
    <thesisDateAccepted>2017-07-10</thesisDateAccepted>
    <title language="eng">The influence of situational interest on the appropriate use of cognitive learning strategies</title>
    <abstract language="eng">This study explores the role of two facets of situational interest, interestingness and &#13;
personal significance, as predictors of the adequate use of three types of cognitive&#13;
learning strategies (rehearsal strategies, organizational strategies, and elaboration&#13;
strategies). In order to attain this goal, it introduces a new measure of the adequacy&#13;
of the use of cognitive learning strategies by using the distance between teachers’&#13;
estimates of appropriate use of learning strategies for a specific task and students’&#13;
reported strategic behavior.&#13;
&#13;
Based on a theoretical model of the use of cognitive learning strategies, the study&#13;
shows, by means of structural equation modeling, that different facets of situational&#13;
interest play different roles in predicting students’ surface and deep processing. In&#13;
summary, it was found that experienced personal significance played a major role&#13;
in predicting deep-processing strategies for a significant proportion of the 34 tasks&#13;
in this study, whereas interestingness fell short of expectations.&#13;
&#13;
Limitations did arise owing to some missing values, which may blur the findings at&#13;
the lower interest and achievement end for the student sample. Nevertheless, suggestions&#13;
have been made for future research, which can help teachers of history&#13;
classes to determine components of success, namely experienced personal significance,&#13;
when designing tasks and consequently provide effective learning tasks to&#13;
their classes.</abstract>
    <identifier type="urn">urn:nbn:de:bvb:739-opus4-4919</identifier>
    <author>Matthias Böhm</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>situational interest</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>learning strategies</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>history education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>ESEM</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Lernpsychologie</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Lerntechnik</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Kognition</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Kognitives Lernen</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Lerntechnik</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Interesse</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Geschichtsunterricht</value>
    </subject>
    <collection role="ddc" number="370">Bildung und Erziehung</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Philosophische Fakultät</collection>
    <thesisPublisher>Universität Passau</thesisPublisher>
    <thesisGrantor>Universität Passau</thesisGrantor>
    <file>https://opus4.kobv.de/opus4-uni-passau/files/491/boehm_matthias_influenceSI.pdf</file>
  </doc>
</export-example>
