کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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365284 | 621117 | 2009 | 5 صفحه PDF | دانلود رایگان |

This correlational study examined the relationship between perceived task complexity and task interest for individuals with varying levels of domain knowledge and/or individual interest. Forty-five college student participants (46% women) reported their knowledge and individual interest in biology before learning about the biology of fungus. Following the task, participants rated the complexity and their understanding of the material. Participants took a quiz on the material and reported their interest in fungus and willingness to return for another session. A significant Biology Knowledge × Perceived Complexity interaction emerged on task interest and willingness to return for another session, ps < .05. Perceived complexity predicted positive task outcomes for high-domain-knowledge individuals but negative task outcomes for low-domain-knowledge individuals, suggesting that domain knowledge and individual interest can help explain individuals' diverse responses to learning activities.
Journal: Learning and Individual Differences - Volume 19, Issue 1, 1st Quarter 2009, Pages 155–159