• search hit 6 of 24
Back to Result List

The influence of situational interest on the appropriate use of cognitive learning strategies

  • This study explores the role of two facets of situational interest, interestingness and personal significance, as predictors of the adequate use of three types of cognitive learning strategies (rehearsal strategies, organizational strategies, and elaboration strategies). In order to attain this goal, it introduces a new measure of the adequacy of the use of cognitive learning strategies by using the distance between teachers’ estimates of appropriate use of learning strategies for a specific task and students’ reported strategic behavior. Based on a theoretical model of the use of cognitive learning strategies, the study shows, by means of structural equation modeling, that different facets of situational interest play different roles in predicting students’ surface and deep processing. In summary, it was found that experienced personal significance played a major role in predicting deep-processing strategies for a significant proportion of the 34 tasks in this study, whereas interestingness fell short of expectations.This study explores the role of two facets of situational interest, interestingness and personal significance, as predictors of the adequate use of three types of cognitive learning strategies (rehearsal strategies, organizational strategies, and elaboration strategies). In order to attain this goal, it introduces a new measure of the adequacy of the use of cognitive learning strategies by using the distance between teachers’ estimates of appropriate use of learning strategies for a specific task and students’ reported strategic behavior. Based on a theoretical model of the use of cognitive learning strategies, the study shows, by means of structural equation modeling, that different facets of situational interest play different roles in predicting students’ surface and deep processing. In summary, it was found that experienced personal significance played a major role in predicting deep-processing strategies for a significant proportion of the 34 tasks in this study, whereas interestingness fell short of expectations. Limitations did arise owing to some missing values, which may blur the findings at the lower interest and achievement end for the student sample. Nevertheless, suggestions have been made for future research, which can help teachers of history classes to determine components of success, namely experienced personal significance, when designing tasks and consequently provide effective learning tasks to their classes.show moreshow less

Download full text files

Export metadata

Metadaten
Author:Matthias Böhm
URN:urn:nbn:de:bvb:739-opus4-4919
Advisor:Jutta Mägdefrau, Christof Wecker
Document Type:Doctoral Thesis
Language:English
Year of Completion:2017
Date of Publication (online):2017/07/14
Date of first Publication:2017/07/14
Publishing Institution:Universität Passau
Granting Institution:Universität Passau, Philosophische Fakultät
Date of final exam:2017/07/10
Release Date:2017/07/14
Tag:Geschichtsunterricht; Interesse; Kognitives Lernen; Lerntechnik
ESEM; history education; learning strategies; situational interest
GND Keyword:Lernpsychologie; Lerntechnik; Kognition
Page Number:238 Seiten
Institutes:Philosophische Fakultät
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
open_access (DINI-Set):open_access
Licence (German):License LogoCC by: Creative Commons - Namensnennung