The Effects of Motivational Beliefs and Goal Contexts on Perceived Task Interest

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-4 - Explorations in Student Interest and Self-Concept

Abstract

Learners are often forced to perform uninteresting tasks in learning activities. However, perceived task-interest the extent to which learners’ subjectively recognized state, can be differentiated depending on learners’ motivational beliefs and context that surrounds them. We hypothesized that learners’ self-efficacy and goal contexts might affect learners’ perceived task-interest during performing uninteresting tasks. We adopted the revised K-WAIS replacement task as an experimental material and manipulated goal contexts (mastery vs. performance). In ANOVA, there was a significant interaction effect between self-efficacy and goal contexts on the task-interest. The results acknowledged that mastery context is more supportive for increasing perceived task-interest for low self-efficacy learners when perform uninteresting task. Educational implications considering learners’ motivational belief and context were also discussed.

Authors

• Sun-Young Lee, Korea University

• Sung-Il Kim, Korea University