Motivational influences on school‐prompted interest |
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| Authors: | Keith Ciani Yuna Ferguson David Bergin Jonathan Hilpert |
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| Institution: | 1. Department of Counseling and Educational Psychology , University of Missouri‐Kansas City , Missouri , USA;2. Department of Psychological Sciences , University of Missouri , Columbia , USA;3. Department of Educational, School, and Counseling Psychology , University of Missouri , Columbia , USA;4. Department of Educational Studies , Indiana University–Purdue University Fort Wayne , Fort Wayne , USA |
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| Abstract: | Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest. |
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| Keywords: | interest autonomy support motivation self‐efficacy mastery goals |
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