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Article: Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage

TitleMapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage
Authors
KeywordsInterest
Longitudinal latent SEM
Micro-analytic
Issue Date2021
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc
Citation
Learning and Instruction, 2021, v. 75, p. article no. 101493 How to Cite?
AbstractHow students experience educational environments and the interconnections between their readiness, task ex- periences and their long-term desire to reengage with course content are critical questions for educators. Research postgraduate students (n = 310) at a research-intensive university in Hong Kong, engaging in a 24-h introductory teaching course, participated in this study. Learner readiness for the course was assessed as prior Domain interest, self-efficacy, and knowledge. Subsequently, students completed four formative assessments, reported their on-task interest in seven strategically chosen tasks and end-of-course Course and Domain interest. Longitudinal-SEM tested interconnections between readiness components, Task, Course and Domain interest. Initial self-efficacy beliefs for teaching predicted early Task interest, while Domain interest was a predictor of Task interest in explicitly practical task experiences. Strong interconnections between Task interest across the study were evident. Individual written and social discussion tasks presented strong contributions to future Course/Domain interest. Implications for theory and practice are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/300213
ISSN
2023 Impact Factor: 4.7
2023 SCImago Journal Rankings: 2.357
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorShum, A-
dc.contributor.authorLee, A-
dc.contributor.authorLau, P-
dc.date.accessioned2021-06-04T08:39:45Z-
dc.date.available2021-06-04T08:39:45Z-
dc.date.issued2021-
dc.identifier.citationLearning and Instruction, 2021, v. 75, p. article no. 101493-
dc.identifier.issn0959-4752-
dc.identifier.urihttp://hdl.handle.net/10722/300213-
dc.description.abstractHow students experience educational environments and the interconnections between their readiness, task ex- periences and their long-term desire to reengage with course content are critical questions for educators. Research postgraduate students (n = 310) at a research-intensive university in Hong Kong, engaging in a 24-h introductory teaching course, participated in this study. Learner readiness for the course was assessed as prior Domain interest, self-efficacy, and knowledge. Subsequently, students completed four formative assessments, reported their on-task interest in seven strategically chosen tasks and end-of-course Course and Domain interest. Longitudinal-SEM tested interconnections between readiness components, Task, Course and Domain interest. Initial self-efficacy beliefs for teaching predicted early Task interest, while Domain interest was a predictor of Task interest in explicitly practical task experiences. Strong interconnections between Task interest across the study were evident. Individual written and social discussion tasks presented strong contributions to future Course/Domain interest. Implications for theory and practice are discussed.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc-
dc.relation.ispartofLearning and Instruction-
dc.subjectInterest-
dc.subjectLongitudinal latent SEM-
dc.subjectMicro-analytic-
dc.titleMapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.emailShum, A: alexshum@hku.hk-
dc.identifier.emailLee, A: adaoylee@hku.hk-
dc.identifier.emailLau, P: pfmlau@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.learninstruc.2021.101493-
dc.identifier.scopuseid_2-s2.0-85108082273-
dc.identifier.hkuros322697-
dc.identifier.volume75-
dc.identifier.spagearticle no. 101493-
dc.identifier.epagearticle no. 101493-
dc.identifier.isiWOS:000678490200017-
dc.publisher.placeUnited Kingdom-

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