Interest in a STEM Course: The Role of Instructor- and Peer-Relatedness in Situational Interest

• In Event: Class-Level Factors Related to Motivation and Cognition: Teachers and Peers

Abstract

Increasing research attention to interest as a motivational variable brings with it the question of how classrooms may capitalize upon and foster student interest. One potential avenue for nurturing interest is relatedness to classroom instructors and peers. We surveyed 286 undergraduates about their perceptions of social relatedness in a STEM class, along with their individual interest, situational interest, and relevant background variables. Results indicated that instructor relatedness feelings were positively correlated with situational interest, beyond the role that individual interest or feelings of peer-relatedness played. The association of instructor relatedness was more pronounced for triggered than for maintained situational interest. Findings indicate the importance of investigating how instructors can harness relational motivation in the classroom to increase student interest.

Authors

• Ella Miesner, The University of Texas at Austin

• Diane L. Schallert, The University of Texas at Austin

• Kyle M. Williams, Austin Partners in Education