|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352639||618606||2014||11 صفحه PDF||سفارش دهید||دانلود رایگان|
• Both teacher and peer enthusiasm predicted catch and hold interest.
• Motivation to affiliate with the teacher predicted perceived teacher enthusiasm.
• Motivation to affiliate with peers predicted perceived peer enthusiasm.
• Initial interest predicted catch and hold interest directly.
• Initial interest predicted catch and hold interest indirectly via peer enthusiasm.
This study explored the mediating effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between students’ initial interest and their situational interest at the end of the semester. Students’ motivation for affiliation with their teacher and with peers was also measured to allow for potential associations between these variables and the students’ perceptions of teacher and peer enthusiasm. In path analysis, data from 455 undergraduates showed that perceptions of teacher enthusiasm and of peer enthusiasm had direct associations with two kinds of situational interest, both hold and catch interest. Also, the relations between initial interest and both hold and catch interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm. This study contributes to clarifying the importance of contextual factors as well as students’ own individual variables in understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester.
Journal: Contemporary Educational Psychology - Volume 39, Issue 2, April 2014, Pages 134–144