Effects of Readiness and Content Repetition on Interest Development Within Social Tasks in Foundation Courses (Poster 47)

• In Event: AERA Poster Session Ten
  In Poster Session: Cognitive and Motivational Processes: Poster Session Three

Abstract

Foundation courses in higher education aim to broaden students’ knowledge, support their interest, and help them find connections to their chosen major and even a future career. The present research investigates how different readiness components, and whether content in social tasks were novel or repeated, contribute to university students’ (n=147) interest in tasks and domain in a foundation science course. Results confirmed that 1) prior knowledge and prior interest influenced the development of interest differently; 2) interconnections between the task interest were strong; 3) how students’ readiness contributes to the development process of interest was irrelevant to the course being core or foundation; 4) social tasks with repeated content contributed to interest development in domain more than novel tasks.

Authors

• Juming Jiang, University of Hong Kong
  Presenting Author

• Alex Shum, University of Hong Kong
  Non-Presenting Author

• Luke K Fryer, University of Hong Kong
  Non-Presenting Author