Classroom Interest From 4th to 12th Grade

• In Event: Poster Session 14
  In Poster Session: Motivation in Education Poster Session 2

Abstract

The purpose of this study was to investigate patterns of interest in authentic classrooms. Participants were 3,650 4th – 12th graders in a rural, Midwestern school district. EFA, CFA, and growth modeling were used. The frequency of feeling interest during class and experiencing school-prompted interest both declined substantially across grades, with some rebound in high school. Yet, paradoxically, students reported feeling more interest in the subject of the class this year, compared to last year. Self-efficacy was moderately and self-reported grades were modestly correlated with interest. Math and language arts were the least interesting subject, and science the most interesting.

Authors

• David A. Bergin, University of Missouri

• Christi Crosby Bergin, University of Missouri

• Ze Wang, University of Missouri