کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
364816 | 621093 | 2011 | 5 صفحه PDF | دانلود رایگان |

Recent research, treating interest as an emotion, indicates the cognitive appraisals of novelty-complexity and coping potential predict interest. This appraisal-based model of interest has not yet been applied to educational research. The present study evaluated the significance of the model regarding the activity of reading expository, academic-oriented text, and assessed whether a third previously untested appraisal of goal relevance could predict interest as well. Sixty-five undergraduate psychology students, 41 females and 24 males, completed several instruments—assessments of interest and three appraisals across time, experimental texts, and a measure trait curiosity as a control variable. Goal relevance, was shown to predict interest across the sample to a statistically significant degree (Unstandardized β = .567; t = 6.258; p < .001), displaying more predictive power than the combined effects of the original two appraisals. These results and the study's implications are discussed.
► Examined the application of Silvia's functionalist, two-appraisal model of interest in a learning context.
► Hypothesized that a third heretofore untested appraisal—goal relevance—predicted interest in academic material.
► Goal relevance was found to predict interest in academic text to a statistically significant degree (p < .001).
► Suggests a personality feature affects interest alongside Silvia's functional account of interest.
► Indicates the model works with academic text, but goal relevance is the strongest predictor.
Journal: Learning and Individual Differences - Volume 21, Issue 5, October 2011, Pages 624–628