Characteristics of Teaching and Academic Functioning of Students: The Mediating Role of Situational Interest

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

The present study investigated the relations between characteristics of teaching, situational interest, and academic functioning among 213 college students via structural equation modeling. Results from confirmatory factor analysis indicate that characteristics of teaching were represented well by three distinct factors (i.e., high-quality instruction, supportive interaction, and well-managed evaluation). Even after controlling for students’ individual interest toward the domains they majored in, results indicate: a) that high-quality instruction was not only a positive predictor of students’ situational interest, but also a direct predictor of both course engagement and academic satisfaction; b) that supportive interaction was not a facilitator for situational interest or academic functioning; and c) that situational interest fully mediated the relationship between well-managed evaluation and academic satisfaction.

Authors

• Jeesoo Lee, Korea University

• Hyun Ji Lee, bMRI/Korea University

• Glona Lee, Korea University - Brain and Motivation Research Institute

• Mimi Bong, Korea University

• Sung-Il Kim, Korea University