NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179869
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0363-4523
Catch and Hold: Instructional Interventions and Their Differential Impact on Student Interest, Attention, and Autonomous Motivation
Bolkan, San; Griffin, Darrin J.
Communication Education, v67 n3 p269-286 2018
In this study, we investigated how various teaching behaviors influence student interest as a situational variable. Specifically, we studied how behaviors related to "catch" interest (i.e., ephemeral aspects of the learning environment such as instructor humor, nonverbal immediacy, intellectual stimulation) and "hold" interest (i.e., features of the environment that empower students to reach their personal goals including content relevance and meaningfulness) predicted students' sustained attention and autonomous motivation. As anticipated, results of a structural regression model indicated that catch interest was linked to students' sustained attention in class. Conversely, hold interest was related to students' autonomous motivation. Our results suggest that if teachers want to ensure they maximize student motivation inside the classroom and beyond, they might consider diversifying their teaching behaviors to target both the catch and hold aspects of students' situational interest.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A