Longitudinal Perspectives on Classroom Effects on Students' Interest and Learning

• In Event: 41.023 - Exploring Links Between Interest and Learning

Abstract

Objectives and Framework
Interest is an important condition for learning and academic success (Hidi, 2006; Schiefele, Krapp, & Winteler, 1992). There is strong evidence for the association between interest and learning (see Renninger & Hidi, 2016). A growing body of research examines the relations between classroom characteristics and students’ interest (e.g., Linnenbrink‐Garcia, Patall, & Messersmith, 2013; Patall, Vasquez, Steingut, Trimble, & Pituch, 2016). However, more detailed studies are needed regarding the instructional characteristics that contribute to the development of interest. In this presentation we focus on three studies that address the longitudinal relations between teacher beliefs, instructional practices and adolescents’ interest development.

Interest is conceptualized as both a psychological state as well as a predisposition to reengage in particular contents, activities and tasks (Renninger & Su, 2012; Schiefele, 1998). Interest can be supported to develop through scaffolding and more detailed research is needed regarding classroom instructional practices that could enhance the development of students’ interest in school (Lazarides & Watt, 2015; Renninger & Hidi, 2016).

Data Sources and Methods
Different methods were applied to analyze how classroom learning environments affect adolescents’ interest development. Using latent change modeling, study 1 investigated how student-perceived classroom support for autonomy, competence and relatedness affected students interest. Interest was measured in terms of adolescents’ enjoyment of learning. Using longitudinal multi-level modeling, study 2 examined how teachers’ beliefs affected students’ interest. Interest was measured in terms of students’ enjoyment of learning. Study 3 examined how instructional characteristics were related to students’ motivational profile membership using longitudinal latent profile analyses. Interest was measured in terms of both affective and cognitive factors.

Studies 1 and 2 are based on two German longitudinal questionnaire studies (study 1: SELF study; study 2: MOVE study). In study 1, data of 1088 eighth and ninth graders were analyzed (T1: Mage = 14.86, SE = .57, 55% girls). In study 2, data of 803 ninth to 10th graders were included (T1: 53.3% girls; Mage = 14.59, SD = 0.91). The data for study 3 stemmed from a national extension of the 2003 German PISA Programme for international student assessment study (PISA-I-Plus 2004; N = 6020; 55.2% girls).

Results and Significance
Study 1 showed that the level of students’ interest in class at Time 1 was associated with student-perceived support for competence and relatedness in class, while the change in students’ interest (T2-T2) was predicted by student-perceived relatedness in class. Study 2 indicated that teachers’ motivational beliefs are related to students’ interest development in class. Study 3 identified motivational profiles including one ‘low interest’ profile. The relations between adolescents’ profile membership and academic outcomes (e.g., boredom, anxiety, effort) were examined. Instructional characteristics were identified that predicted profile membership.

The studies identify different aspects in teachers’ behaviors that contribute to an adaptive development in students’ interest, such as competence support in class or teaching for meaning. The findings further provide additional information about how to support learning using interest, for example by emphasizing the predictive effects of adolescents’ interest profiles on academic outcomes.

Authors

• Rebecca Christine Lazarides, University of Potsdam

• Diana Raufelder, Ernst-Moritz-Arndt Universität Greifswald

• Charlott Rubach, University of Potsdam

• Julia Dietrich, University of Jena

• Paeivi Hannele Taskinen, Friedrich-Schiller-Universität