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Article: Teaching for course interest

TitleTeaching for course interest
Authors
KeywordsInstruction
interest
SEM
longitudinal
attendance
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies in Higher Education, 2020, Epub, p. 1-12 How to Cite?
AbstractMotivations-beliefs for learning and their relationship to instructional experiences are a poorly understood aspect of higher education. Notably, interest is an individual difference that both researchers and educators alike believe should be supported. However, this support is too often relegated to the craft of instruction. To be enhanced broadly, interest must be considered from a scientific perspective. In this study the longitudinal connections between students’ domain/course-level interest, the instruction students’ experienced, students’ exam scores and attendance were assessed. First-year university students in Japan (n = 1000, Female = 271) participated in the study. Students completed surveys at three time points across one semester of study. Students’ initial domain interest presented medium-to-large ßs with instructional experiences, future course interest, exam scores, and positive instructional experiences (autonomy-supportive and structuring). Future course interest presented medium-ß for course attendance. Small relationships were observed between students’ sex and their instructional experiences. Theoretical and practical implications are discussed
Persistent Identifierhttp://hdl.handle.net/10722/280405
ISSN
2017 Impact Factor: 2.321
2015 SCImago Journal Rankings: 1.160

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorBovee, HN-
dc.date.accessioned2020-02-07T07:40:30Z-
dc.date.available2020-02-07T07:40:30Z-
dc.date.issued2020-
dc.identifier.citationStudies in Higher Education, 2020, Epub, p. 1-12-
dc.identifier.issn0307-5079-
dc.identifier.urihttp://hdl.handle.net/10722/280405-
dc.description.abstractMotivations-beliefs for learning and their relationship to instructional experiences are a poorly understood aspect of higher education. Notably, interest is an individual difference that both researchers and educators alike believe should be supported. However, this support is too often relegated to the craft of instruction. To be enhanced broadly, interest must be considered from a scientific perspective. In this study the longitudinal connections between students’ domain/course-level interest, the instruction students’ experienced, students’ exam scores and attendance were assessed. First-year university students in Japan (n = 1000, Female = 271) participated in the study. Students completed surveys at three time points across one semester of study. Students’ initial domain interest presented medium-to-large ßs with instructional experiences, future course interest, exam scores, and positive instructional experiences (autonomy-supportive and structuring). Future course interest presented medium-ß for course attendance. Small relationships were observed between students’ sex and their instructional experiences. Theoretical and practical implications are discussed-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp-
dc.relation.ispartofStudies in Higher Education-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectInstruction-
dc.subjectinterest-
dc.subjectSEM-
dc.subjectlongitudinal-
dc.subjectattendance-
dc.titleTeaching for course interest-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03075079.2020.1712692-
dc.identifier.scopuseid_2-s2.0-85078234089-
dc.identifier.hkuros309019-
dc.identifier.volumeEpub-
dc.identifier.spage1-
dc.identifier.epage12-
dc.publisher.placeUnited Kingdom-

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