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ERIC Number: EJ821860
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
Revved up or Turned off? How Domain Knowledge Changes the Relationship between Perceived Task Complexity and Task Interest
Durik, Amanda M.; Matarazzo, Kristina L.
Learning and Individual Differences, v19 n1 p155-159 2009
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 x Perceived Complexity interaction emerged on task interest and willingness to return for another session, ps less than 0.05. 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. (Contains 2 figures and 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A