Search results for author:"Jerome I. Rotgans"
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Learning and Instruction Vol. 21, No. 1 (February 2011) pp. 58–67
The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in...
Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 37–50
The objective of the three studies presented here was to investigate how situational interest is related to knowledge acquisition. Situational interest is construed as a motivational response to a perceived knowledge deficit. It is triggered in...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 1 (January 2011) pp. 37–42
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a...
Is the Study Process Questionnaire (SPQ) a Good Predictor of Academic Achievement? Examining the Mediating Role of Achievement-Related Classroom Behaviours
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 1 (January 2012) pp. 159–172
Studies have shown that the Study Process Questionnaire (SPQ)--which provides a measure of student approaches to learning--is a relatively weak predictor of academic achievement. The present study sought to explore whether students' achievement...