Literaturnachweis - Detailanzeige
| Autor/in | Böhm, Matthias |
|---|---|
| Titel | The influence of situational interest on the appropriate use of cognitive learning strategies. |
| Quelle | Passau: Universität Passau (2017), 238 S.
PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Dissertation, Universität Passau, 2017. |
| Sprache | englisch |
| Dokumenttyp | online; Monographie |
| URN | urn:nbn:de:bvb:739-opus4-4919 |
| Schlagwörter | Interesse; Kognitives Lernen; Lernmethode; Geschichtsunterricht; Dissertation; Situativer Kontext |
| Abstract | This study explores the role of two facets of situational interest, interestingness and personal significance, as predictors of the adequate use of three types of cognitive learning strategies (rehearsal strategies, organizational strategies, and elaboration strategies). In order to attain this goal, it introduces a new measure of the adequacy of the use of cognitive learning strategies by using the distance between teachers´ estimates of appropriate use of learning strategies for a specific task and students´ reported strategic behavior. Based on a theoretical model of the use of cognitive learning strategies, the study shows, by means of structural equation modeling, that different facets of situational interest play different roles in predicting students´ surface and deep processing. In summary, it was found that experienced personal significance played a major role in predicting deep-processing strategies for a significant proportion of the 34 tasks in this study, whereas interestingness fell short of expectations. Limitations did arise owing to some missing values, which may blur the findings at the lower interest and achievement end for the student sample. Nevertheless, suggestions have been made for future research, which can help teachers of history classes to determine components of success, namely experienced personal significance, when designing tasks and consequently provide effective learning tasks to their classes. (Orig.). |
| Erfasst von | Deutsche Nationalbibliothek, Frankfurt am Main |
| Update | 2018/1 |
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