How does interest in a course interact with course learning?

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2025-03-21 DOI:10.1016/j.learninstruc.2025.102106

Luke K. Fryer , Alex Shum , Ronnel B. King , Peter Lau

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Abstract

Background

The present study modeled how students' interest in a course of study changes and how those changes fit into their broader course experiences.

Aims

The present study modelled the relationship between students' changing (latent growth curve) course interest, their readiness for learning (prior knowledge and interest), ongoing learning experiences (formative assessments) and important outcomes (post-course knowledge, self-efficacy, and interest).

Methods

Postgraduate students (n = 415) completed short surveys and formative assessments on six occasions across four weeks. Data were analysed within a latent structural equation model inclusive of a latent growth curve (course interest).

Results

Modelling pointed to the expected strong positive relationship between initial and growing course interest for latent outcomes (post interest and self-efficacy: β = .26-.44). At the same time, modelling revealed counterintuitive implications of prior knowledge for initial course interest (β = -.12) and pre-class learning formative assessment for course interest slope (β = −.21).

Conclusions

Course interest (initial and growing) is important for course outcomes, but it might be exceptionally sensitive to prior knowledge and initial learning fit based on early learning experiences.

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对课程的兴趣如何与课程学习相互作用？

本研究模拟了学生对一门课程的兴趣如何变化，以及这些变化如何适应他们更广泛的课程体验。目的本研究模拟了学生变化的（潜在增长曲线）课程兴趣、学习准备（先验知识和兴趣）、持续学习经验（形成性评价）和重要结果（课程后知识、自我效能感和兴趣）之间的关系。方法415名研究生在4周内完成了6次简短调查和形成性评估。数据在包含潜在增长曲线（课程兴趣）的潜在结构方程模型中进行分析。结果模型表明，最初的课程兴趣和不断增长的课程兴趣对潜在结果（后兴趣和自我效能：β = 0.26 - 0.44）之间存在预期的强烈正相关。同时，模型揭示了先验知识对初始课程兴趣的反直觉影响（β = - 0.12）和课前学习形成性评估对课程兴趣斜率的反直觉影响（β = - 0.21）。课程兴趣（最初的和不断增长的）对课程结果很重要，但它可能对基于早期学习经验的先验知识和初始学习契合特别敏感。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.