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.…


| Author: | Matthias Böhm |
|---|---|
| URN: | urn:nbn:de:bvb:739-opus4-4919 |
| Advisor: | Jutta MägdefrauORCiDGND, 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): | CC by: Creative Commons - Namensnennung |

