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ERIC Number: EJ891648
Record Type: Journal
Publication Date: 2010-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-0144-3410
Motivational Influences on School-Prompted Interest
Ciani, Keith; Ferguson, Yuna; Bergin, David; Hilpert, Jonathan
Educational Psychology, v30 n4 p377-393 Jul 2010
Some argue that the goal of education is to influence out-of-school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self-determination theory (teachers' autonomy support) and from achievement goal theory (teachers' mastery goals) that may predict students' school-prompted interest above and beyond students' mastery goals and self-efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students' perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students' own motivation, whereas perceived teachers' autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school-prompted interest. (Contains 3 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey