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Die Untersuchung beschäftigte sich mit dem Einfluß thematischer Interessen auf die Qualität des Textverstehens. Darüber hinaus sollte der Einfluß von Interesse auf motivationale und kognitive Variablen des Leseprozesses (z.B. Flow-Erleben, Elaborationen) überprüft werden. 53 Studenten wurden auf der Basis eines Fragebogens in hoch und niedrig thematisch interessierte eingeteilt. Die Vpn bekamen einen Text zum Thema „Emotion" zu lesen, angeblich um ihn später zu bewerten. Anschließend wurden retrospektiv die Prozeßvariablen Aktivierung, Flow-Erleben und Elaborationen erhoben. Zusätzlich wurde die Zahl der Unterstreichungen und Notizen registriert. Schließlich erfolgte der Verstehenstest, in dem drei Ebenen der Verstehenstiefe unterschieden wurden. Die Ergebnisse zeigen, daß der Einfluß des thematischen Interesses auf das Verstehen mit zunehmender Verstehenstiefestärker wird. Die Berücksichtigung des Vorwissens und der Intelligenz hatte keine Minderung des Interesseneffekts zur Folge. Interesse führte darüber hinaus zu einer Erhöhung des Aktivierungsniveaus, zu flow-ähnlichem Erleben, zu verstärkten elaborativen Prozessen und zu erhöhter Häufigkeit von Notizen. Die Ergebnisse unterstreichen die Bedeutsamkeit motivationaler Variablen für qualitativ höherwertige Verstehensprozesse.
The influence of topic interest, prior knowledge, and cognitive capabilities on text comprehension
(1990)
The present study investigated the influence of topic interest on the comprehension of texts. The primary goals of the study were as follows: (1) to formulate a new definition of the concept "topic interest", (2) to control for cognitive capabilities (intelligence, short-term memory) and prior knowledge, and(3) to assess different levels of comprehension. A total of 53 male students, majoring in computer science, took part in the study. Subjects were presented with a text on "Psychology of Emotion". Prior to reading the text, they were asked to indicate their level of interest in the topic. After reading the text, subjects were given a test of comprehension involving open-ended questions. The questions were designed to represent different levels of comprehension. The results show that the effect of topic interest on text comprehension is especially pronounced when a deeper level of understanding is required. Surprisingly, prior knowledge had no effect on the level of comprehension. Verbal intelligence, on the other hand, showed a clear effect on comprehension, especially in answering questions of simple knowledge. The effects of interest and verbal intelligence could be shown to be independent of one another.
Motivational conditions have been thus far largely neglected by contemporary theoretical approaches in knowledge psychology. The present article attempts to demonstrate the necessity for the greater integration of both. Suggestions are made regarding the choice and conceptualization of relevant motivational factors. Two possible groups of factors can be distinguished: (1) motivational factors of personality, and (2) motivational effects of action. Available theoretical approaches (e.g., the "levels of processing" approach) and examples are used to clarify the potential effects of these factors on the acquisition and representation of knowledge. Finally, a review is made of empirical studies allowing confirmatory allegations about the posited relationships between motivational factors and processes related to knowledge. This review reveals substantial research deficits on this topic.
This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence comprehension after SV when controlling for comprehension performance before SV. These effects were mediated by reading amount. Extrinsic reading motivation did not show significant associations with end-of-summer comprehension scores. Taken together, the findings suggest that intrinsic reading motivation facilitates students’ development of reading comprehension over SV.
Für die Konstrukte Studieninteresse und Studienerfolg werden neue Konzeptualisierungen vorgeschlagen. Studieninteresse wird als bereichsspezifischer Person-Gegenstands-Bezug definiert. Die traditionellen Kriterien des Studienerfolgs (z.B. Examensnoten) werden durch das Kriterium der Qualität fachbezogener Wissensstrukturen ersetzt. Die durchgeführte Untersuchung sollte klären, ob Studieninteresse die Bildung fachbezogener Wissensstrukturen beeinflußt. Auf der Basis des „Fragebogens zum Studieninteresse" (FSI) wurden 28 Pädagogikstudenten in drei Gruppen mit unterschiedlicher Interessenausprägung (hoch, mittel, niedrig) eingeteilt. Zur Ermittlung von Kennwerten der Wissensstruktur wurde ein Wortassoziationstest mit neun Stimulusbegriffen durchgeführt. Die drei Versuchsgruppen wurden mit einer Kontrollgruppe (29 Technikstudenten) und einer Expertengruppe (5 Pädagogen) verglichen. Die Ergebnisse zeigen einen belegbaren Einfluß von Studieninteresse sowohl auf die Qualität der Assoziationen als auch auf die strukturelle Verknüpfung der vorgegebenen Stimulusbegriffe. Die hoch interessierten Studenten stimmen dabei mehr mit der Expertengruppe, die niedrig interessierten Studenten mehr mit der Kontrollgruppe überein. Die Ergebnisse werden als Beleg für unsere theoretischen Überlegungen gewertet.
For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students’ use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4–2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.
Ausgehend von der Feststellung, daß die bisherige Forschung zum Textlernen motivationale Variablen, die gerade aus pädagogischer Sicht als sehr bedeutsam erscheinen, vernachlässigt hat, wird ein Überblick über Untersuchungen gegeben, die den Einfluß von Interesse auf das Verstehen von Texten überprüften. Ein Großteil der betrachteten Arbeiten kommt zu dem Ergebnis, daß Interesse eine bedeutsame Rolle beim Textlernen einnimmt. Trotzdem sind eine Reihe von Einwänden vorzubringen, die vor allem Defizite bei der Konzeptualisierung und Messung von Interesse und die Vernachlässigung qualitativer, prozessualer und struktureller Aspekte der Verstehensleistung betreffen. Abschließend wird auf pädagogische Konsequenzen bezüglich der Gestaltung von Lehrtexten hingewiesen.
This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level in mathematics was included. The results showed that quality of experience when doing mathematics was mainly related to interest. Grades and course level were most strongly predicted by level of ability. Interest was found to contribute significantly to the prediction of grades for the second year and to the prediction of course level. Quality of experience was significantly correlated with grades but not course level.
This article presents results from a meta-analysis of studies on the relation between subject-matter-related interest and school achievement. For the time period between 1965 and 1990 a total of 21 studies reporting 127 independent correlations (i. e., correlations based on independent samples) were identified. For the overall relation between interestand achievement a mean correlation of .30 was found. Male students exhibited significantly higher interest-achievement correlations than female students. In addition, significant differences among school subjects were observed. Grade level, however, did not produce a significant moderator effect. Finally, the results are discussed on the basis of theories of interest and methodological considerations.