Situational Interest

This article examines ongoing research on the use of Quizizz digital platform as an innovative and effective tool for teaching grammar in the context of a foreign language. As the educational landscape shifts toward the digitized and digitized environment, platforms like Quizizz have emerged as powerful resources to involve students. The main challenge in grammatical teaching often lies in perceptions of difficulty and the potential monotonous, which can have a negative impact on the motivation and involvement of students, especially for non-native speakers (cahyaninghell, 2021; Mercy the et. , 2025). It synthesize the findings from recent studies to test the pedagogical challenge for the Demeter, with a special focus on its application in the Indonesian language program for foreign speakers. Based on research from 2020-2025 (for example, hidayatullah & syaiful, 2024; Pham, 2023; Nurhalyza, 2024), this review indicates that Quizizz significantly increased student motivation, actively encouraged involvement through competitive gamfication, and led to increased grammatical mastery. These findings show that interactive features and instant feedback Quizizz are very useful for BIPA learners, making the Indonesian grammatical mastery process more dynamic and fun. The conclusion highlights Quizizz's potential to change grammatical teaching methods.

Understanding factors that sustain students' interest is crucial for effective teaching strategies in student-centered learning. This study explores situational interest among Indonesian primary English language learners (ELLs) and its impact on motivation and engagement. Using mixed methods, data from 101 fifth-grade students (aged 10-11) were collected through classroom observations and reflective journals. Thematic analysis with NVIVO identified three key factors: interactive teaching methods, contextual material relevance, and supportive teacher-student relationships. A scoring rubric and narrative analysis deepened the understanding of students' learning experience, reflecting their interest, motivation, and engagement. Activities like games, group collaborative learning, discussions, multimedia-enhanced engagement, and reallife connections increased participation. Though gender did not determine overarching factors, preferences varied. Teachers played a vital role in fostering a positive learning environment. Findings emphasise the need for dynamic and innovative teaching strategies aligned with learners' interests to enhance engagement while meeting curriculum goals.

The purpose of the current study was to examine the psychometric properties of the MSLQ for junior high school students. The MSLQ for junior high students is a 44 item self-reported instrument consisting of three motivational beliefs subscales, one Cognitive Strategy subscale and one Self-regulation subscale. A total of 780 students from eight secondary schools in Singapore completed the MSLQ. In the first sample, there were 393 students who completed the junior high school version of the MSLQ. A second sample of 387 students completed the modified MSLQ. This study showed that the original junior high school version of the MSLQ measurement model needed to be revised. The modified MSLQ measurement model was confirmed via CFA with a second sample with two other competing models. Convergent and discriminant validity was supported. Multigroup analysis demonstrated invariance of the factor forms, factor loadings, factor variances and covariances, and error variances across gender. In sum...

This study explores the influence of technological confidence and digital platform accessibility on the learning autonomy of (BSED) major in Social Studies students in online classes at Kolehiyo ng Pantukan. Using a descriptive-correlational research design, data was collected from 85 students through validated survey questionnaires. The findings revealed that students generally have a high level of technological confidence, particularly in their positive attitudes toward technology and their ability to work independently. Digital platform accessibility was also rated high, although students still faced challenges such as unstable internet connections and limited access to devices. The level of learning autonomy was found to be high, as students showed the ability to manage academic tasks, interact with peers, and demonstrate self-regulation. Statistical analysis confirmed that both technological confidence and digital platform accessibility have significant positive relationships with learning autonomy. Regression analysis further revealed that these factors significantly influence learning autonomy. The study highlights the importance of strengthening technological skills and ensuring equitable access to digital platforms to foster greater independence and success in online learning environments.

This study explores the influence of technological confidence and digital platform accessibility on the learning autonomy of (BSED) major in Social Studies students in online classes at Kolehiyo ng Pantukan. Using a descriptive-correlational research design, data was collected from 85 students through validated survey questionnaires. The findings revealed that students generally have a high level of technological confidence, particularly in their positive attitudes toward technology and their ability to work independently. Digital platform accessibility was also rated high, although students still faced challenges such as unstable internet connections and limited access to devices. The level of learning autonomy was found to be high, as students showed the ability to manage academic tasks, interact with peers, and demonstrate self-regulation. Statistical analysis confirmed that both technological confidence and digital platform accessibility have significant positive relationships with learning autonomy. Regression analysis further revealed that these factors significantly influence learning autonomy. The study highlights the importance of strengthening technological skills and ensuring equitable access to digital platforms to foster greater independence and success in online learning environments.

Mots clés : échelle du sentiment d'efficacité personnelle des enseignants, gestion de classe, gestion des comportements, analyse factorielle confirmatoire, modèle de rasch Cet article présente l'élaboration d'une échelle portant sur le sentiment d'efficacité personnelle des enseignants en gestion de la classe. Développée selon les recommandations de Bandura (2006) et la procédure proposée par Dussault, Valois et Frenette (2007), cette échelle porte sur les cinq dimensions de la gestion de classe suggérées par O'Neill et Stephenson (2011). Lors du prétest, des analyses réalisées à partir du modèle de Rasch (Wright & Masters, 1982) ont permis d'élaborer une version constituée de 28 énoncés. De plus, des analyses factorielles confirmatoires soutiennent le modèle théorique à cinq dimensions. Des résultats similaires sont obtenus auprès d'un échantillon tiré de la population. Les forces et les limites de cette recherche sont discutées eu égard à la littérature.

Psychometric tests provide a scientific method to evaluate psychological attributes such as personality traits, cognitive abilities, and behavioral tendencies. These attributes are in themselves significant for entrepreneurial success. This position paper aims to explore the strategic integration of psychometric tests in assessing entrepreneurial potential, highlighting their potential to transform entrepreneurial ecosystems and arguing that these tests provide a robust and objective means of evaluating essential psychological attributes which could help improve the whole entrepreneurial process. The traditional entrepreneurship assessments in most cases emphasizes business skills and financial acumen, without taking much cognizance on critical personality traits, cognitive abilities, and behavioral tendencies. In this paper it can be seen that Psychometric tests, offer a comprehensive evaluation of traits like resilience, risk tolerance, creativity, and leadership. These tests pose great benefits such as objectivity measurement, predictive validity, early identification of potential entrepreneurs, and the ability to tailor personalized development programs. For effective implementation, these tests should complement existing methods, be administered by trained professionals, and be used ethically, ensuring confidentiality and non-discrimination. By leveraging psychometric tests, stakeholders can better identify and nurture individuals with high entrepreneurial potential, fostering a dynamic and innovative entrepreneurial ecosystem.

ABSTRACT
Establishing the right study habits is a key factor in improving the student’s
academic performance in all areas. This study aimed to determine the level of study habits
and academic performance of grade 11 students at Mindanao State University-Sulu and
assess how these habits correlate to academic success. A structured survey
questionnaire utilizing a 5-point Likert Scale was employed to gather the data of students.
To analyze the data, the following non-parametric statistical treatments were used: the
Mann-Whitney U test and Kruskal-Wallis to compare the study habits based on gender,
strand, and age, and Spearman rho correlation to compute the relationship between study
habits and academic performance. The result indicated that there are no significant
differences in study habits based on age, gender, or strand. Additionally, the result also
revealed that there is a weak positive relationship between the two variables: academic
performance and study habits. While the majority of respondents demonstrate good study
habits and achieve a “Very Satisfactory” level of academic performance, the remaining
data suggests that some students still struggle with their study habits. This highlights the
need to prioritize time management and active learning for students and organizations
while encouraging the teachers to develop activities and provide individual support.
Overall, the study revealed that good study habits play a crucial role in academic success,
regardless of demographic factors.
Keywords: Study Habits, Academic Performance, Mindanao State University-Sulu
Senior High School

The purpose of this study was to compare the history interests between American and Chinese college students. Research studies have consistently shown that American students have very limited knowledge on their country's history. American college students usually do better than K-12 students, but their scores are still low. To address the issue, it is important to understand their history interest. By conducting a cross-nation comparison between American and Chinese college students, the authors found that American students had lower history interest than their Chinese counterparts, but the difference only existed on their positive feeling toward history. Suggestions have been made on how to increase American students' involvement in the history subject.

The purpose of this study was to compare the history interests between American and Chinese college students. Research studies have consistently shown that American students have very limited knowledge on their country's history. American college students usually do better than K-12 students, but their scores are still low. To address the issue, it is important to understand their history interest. By conducting a cross-nation comparison between American and Chinese college students, the authors found that American students had lower history interest than their Chinese counterparts, but the difference only existed on their positive feeling toward history. Suggestions have been made on how to increase American students' involvement in the history subject.

This study aimed to evaluate the performance of science teachers in terms of their professional knowledge, professional practices and professional attributes using standard-based rubrics of the "Framework for Philippine Science Teacher Education" (FSTE). With the use of survey, the numerical data were analyzed and qualitative responses were done through Focus Group Discussion (FGD) and classroom observations. A total of 37 science teachers; 11 school principals; and 321 students from Science High Schools of Negros Oriental who took part in the study. Findings revealed that administrators rated science teachers as "master science teachers" in terms of professional knowledge and practices and as "certified science mentor" in their professional attributes. On the other hand, teachers had "very satisfactory" performance in terms of professional knowledge, practices and attributes as rated by their students. The available evidence suggests that science teachers demonstrate high level performance in terms of their professional knowledge, practices and attributes, however, some of these elements in each of the areas need to be improved. As an output, an Individual Development Plan (IDP) to improve teachers work performance was designed.

Understanding students’ interests is essential to enhancing engagement and achievement in mathematics. This study focused on the relationship between situational interest and academic performance in mathematics among Grade 9 learners at Apyao National High School. Situational interest was measured in terms of the use of technology and interest in mathematics using a 25-item Likert scale questionnaire adapted from
Thompson (2014). Academic performance data were collected and analyzed alongside interest measures using mean, standard deviation, Pearson r correlation, and multiple linear regression. Findings revealed that students had an average level of situational interest in technology and a high level of interest in mathematics. Both factors were found to have a significant relationship with academic performance. The study concludes that students’ situational interest, particularly their interest in math and the use of technology, greatly affects their academic outcomes. Therefore, it is recommended that educators integrate technology in teaching and promote a positive attitude toward mathematics by employing engaging and varied instructional strategies.

This article reports on the complexities of triggering and maintaining interest, a process that is initiated when something catches the attention of a learner. Triggering interest (the initiation of the psychological state of interest) can occur in both earlier and later phases of interest development. However, in this study we focus on this process in earlier phases of interest development. Findings from a study of the activity of eight, Black, inner-city, middle school-age participants in an out-of-school biology workshop are described. We address the identification and generalizability of potential triggers for interest across activities and explore the relationship between triggers for interest and learner characteristics. Taken together, findings from the study suggest that learners do not perceive and respond identically to potential triggers for interest; and that the triggering process is nuanced by particular activity, and the readiness of the learner to respond. The present study is an in-depth consideration of potential triggers for interest and their relation to learner characteristics. It was undertaken using field notes from an entry level biology workshop that is offered yearly, in response to workshop instructors' questions about how to support youth with no formal training to engage and develop an interest in science. The instructors have backgrounds in science, and worked with an educator to develop the curriculum for urban, middle school age youth considered to be at-risk because of economic and social challenges. Following the workshop's implementation, the instructors wanted to know if some features of the environment were more effective supports for the youth than others. Even though it has been widely demonstrated that regardless of age or learning context the development of interest benefits learning (e.g.,

This article documents the process of collaboratively developing lesson hook e-resources for science teachers to establish a community of inquiry and to strengthen the pedagogy of science teaching. The authors aim to illustrate how the development and application of strategic hooks can bridge situational interest and personal interest so that lessons may become more meaningful and enduring. Qualitative data from both teacher educators and pre-service teachers involved in the design process, participant research journals, and data from six focus group sessions, illustrate the systematic reflection involved in producing effective and transformative hooks to support teachers and promote deeper student engagement and learning. Key findings reveal a pedagogical model of hook design, the complex elemental make-up of a science hook, the value that this teaching tool adds to the science classroom, and finally, the beneficial outcomes of collaborative resource design between student and staff in pre-service teacher education programmes. These hook resources aim to move beyond simply capturing student attention toward voluntary self-engagement, and have significant potential to serve as a pedagogical tool for teacher educators, as well as pre-service, newly qualified, in service, out-of-field, and experienced science teachers, to increase student academic performance, third-level science enrolments, and science careers.

This paper reports the findings from the interview data of a research aiming at studying how to trigger students’ situational interest in physics and its implications on learning and teaching in the New Senior Secondary (NSS) physics curriculum. 49 students from a boys’ school were invited to write one to three learning Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 2, Article 9, p.2 (Dec., 2015) Yat-yin LEUNG A school-based study on situational interest of investigative study in senior physics Copyright (C) 2015 HKIEd APFSLT. Volume 16, Issue 2, Article 9 (Dec., 2015). All Rights Reserved. experiences in physics that they found to be interesting. Five of them with different levels of individual interest were then selected for interview to elaborate on what they had written. The results showed that investigative study (IS) was the most popular means to induce situational interests, in accordance with IS’s contextual nature.

The current labor market requires graduates who have marketable skills and these skills are the main factor that contributes to their successful careers. It is important and timely to conduct a more in-depth study of these skills and how they affect future employability among the Yemeni graduates. Thus, the conceptual framework based on the existing literature and two underpinning theories-the Social Cognitive Theory and the Matching Theory-were developed to study this phenomenon. The purpose of this empirical study was twofold: first, to determine the personal characteristics and academic environment antecedents of marketable skills, and second, to investigate the relationship between graduates' marketable skills and their perceived success in today's labor market. In this quantitative study, a web survey of 298 Yemeni higher education graduates who were employed in private productive and service organizations within and outside Yemen was analyzed through the Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings of the study largely supported the hypothesized relationships proposed in this study. As an overall conclusion, the results highlighted the importance of two different combinations of antecedents in predicting marketable skills. Of the five personal characteristic antecedents, conscientiousness, extraversion, agreeableness, and openness to experience were related to marketable skills, while neuroticism was not positively associated with marketable skills. Of the six academic environment antecedents, learning community and clear goals, and standards were positively related to marketable skills. However, workload was negatively associated with marketable skills, while good teaching approach, appropriate assessment, and learning resources were not related to marketable skills. The results of the study also indicated that marketable skills have a significant influence on graduates' perceived marketability and perceived employability. The theoretical, practical and marketing implications of this study are finally discussed, and the necessary suggestions and call for further research are recommended.

The economic benefits of academic success and completion are long-lasting. Students who attend community colleges can stand to benefit a great deal by completing a 4-year degree or even a 2-year degree. Unfortunately, these students often begin their higher education journey not fully prepared for college-level coursework. Students often fail to see how their college coursework relates to their lives and in turn, don't hold interest or perceive value for the course and consequently do not perform well. Using Eccles et al. (1983) expectancy-value theory this study tested how community college students would respond to a utility-value intervention in which they generated either short-term value for the course (proximal) or long-term value for the course (distal). Future time perspective theory (Husman & Shell, 2008) was incorporated to determine whether a match between the type of utility-value that students generated and students' differences in time perspective (proximally-o...

This study examined how students' interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rated their interest, self-efficacy, and perceived difficulty repeatedly during a dynamic problem-solving task. Results from the estimated non-linear and piecewise latent growth curve models showed interest and self-efficacy to decrease, and perceived difficulty first to increase, and then to decrease, over time. The levels of and changes in interest and self-efficacy correlated positively with each other, but negatively with perceived difficulty. Task performance was positively predicted by initial interest and less negative change in self-efficacy, and negatively by initial perceived difficulty and steeper increase in it. The results suggest perceived difficulty to have a distinctive role in the dynamics of task-specific motivation, and on-task changes to be relatively independent of more general motivation and competence.

Bu araştırmanın amacı, yönlendirmeli hayal etkinliklerinin üniversite öğrencilerinin İngilizce derslerine yönelik durumsal ilgi ve ders başarıları üzerindeki etkilerinin incelenmesidir. Araştırmada ön-test, son-test kontrol gruplu desen kullanılmıştır. Çalışma gruplarını, Batı Karadeniz Bölgesi'ndeki bir devlet üniversitesinin çeşitli programlarında öğrenim gören toplam 117 birinci sınıf öğrencisi oluşturmuştur. Öğrenciler deney (n = 65) ve kontrol (n = 52) gruplarına seçkisiz olarak atanmışlardır. İngilizce ders başarısı bir pilot çalışmadan hareketle geliştirilen Başarı Testi aracılığıyla ölçülürken, durumsal ilgi Rotgans ve Schmidt (2011) tarafından geliştirilen ve bu araştırmada Türkçeye uyarlanan Durumsal İlgi Ölçeği kullanılarak ölçülmüştür. Veri analizinde madde analizi ve bir dizi kovaryans analizi kullanılmıştır. Bulgular; deney grubundaki öğrencilerin durumsal ilgi ve İngilizce ders başarısı puan ortalamalarının, kontrol grubunda yer alan öğrencilerinkinden anlamlı düzeyde daha yüksek olduğunu göstermiştir. Bulgular ayrıca, deney ve kontrol gruplarında gözlenen İngilizce derslerine yönelik başarı ön-test puanları ile son-test puanları arasındaki farklılıkların, durumsal ilgi puanları arasındaki farklılıkların etkisiyle açıklanabildiğini de göstermiştir.

Understanding why high school graduates with or without technical-subject backgrounds opt to become technical teachers at the expense of their graduating grade has become a puzzle to technical teacher educators. Although the literature suggests that interest and prior knowledge could explain a person's choice of academic pursuit, these submissions remain speculations in technical education. This study, therefore, used quantitative data from 119 pre-service technical teachers to examine the relationship between situational interest, realisation competence, high school technical-subject background knowledge, and age. The study showed that on average pre-service technical teachers demonstrated an outstanding level of realisation competence but a moderate situational interest in design and realisation courses. Generally, moderate to high levels of correlation was observed between realisation competence, situational interest, and age. Furthermore, the combined effect of situational interest, age, and high school background knowledge predicted about 34.2% of the variance in realisation competence. Nonetheless, situational interest was the primary predictor, while high school background knowledge was not a significant predictor. Additionally, the study showed that pre-service teachers with high school technical-subject backgrounds outperformed their peers without high school technical knowledge in situational interest rating and realisation competence.

Exercising is an activity in which the presence of others can motivate an individual to surpass his / her own limits. In recent years, technology has changed the way we carry out these activities. User commitment has been shown to be dependent on, among other, peer pressure. The introduction of challengeable virtual opponents broadened the spectrum of possibilities, enabling users to be motivated by either a real or virtual partner. In this paper we present an early assessment of the impact that different types of presence exerts on the users' perceived motivation and competitiveness. In particular, we delve into how virtual entities compare to their real counterparts. We carried out an experiment in which we sought at obtaining amateur athletes perceptions on their motivation and competitiveness when exercising against real and virtual opponents. Results serve not only the purpose of showing that different types of presence counterbalance each other but they also validate a design space for physical and social partners in exertion applications in which our hypothesis are based upon.

This article in the Journal Gruppe. Interaktion. Organisation. (GIO) develops a theoretical model for the emergence of team grit, i.e. the competence to pursue long-term goals with passion and perseverance. We examine the role of team grit for today's dynamic innovation processes, building on findings from research on individual grit. Our model shows how team inputs as well as the dynamic interaction of team processes and affective and cognitive emergent states lead to the emergence of team grit and thus promote team innovation. We explore contagion and crossover processes as mechanisms for team grit to emerge, and examine team processes that we assume to affect team grit. Our model not only provides a starting point for further research on team grit, but also provides practitioners with recommendations to foster team grit in order to improve their innovative performance in the team.

Poor student achievement is often attributed to a lack of motivation and rewards. Students with learning disabilities are very often unmotivated because school is one failure after another to them. Teachers are having a hard time assessing what could be the aid for language learning. This study used the descriptive-survey research method. It is arranged to gather information about the present existing condition. The participants of this study consisted of 40 grade nine students from Mariveles National High School-Sisiman II S.Y. 2016-2017. The questionnaire was divided into five parts-(A) Self Efficacy, (B) Intrinsic Motivation, (C) English Learning Value, (D) Performance Goal, and (E) Achievement Goal. Based on this study's findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students' motivation. Relevant language improvement programs and activities are also discussed in accordance with the students' language difficulties as communicated in the open-ended questions to increase their motivation in English language learning.

This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities beyond the classroom before and after engaging in various reflective activities. Employing a qualitative narrative case study approach, multiple data sources, which included two mind maps, written descriptions of them, and a follow-up semi-structured interview, were analysed from an ecological perspective. The findings show that the learner’s self-reflection on her learning environments beyond the classroom, as well as her stronger image of ideal future-self, guided her to step forward to take action to engage with the SALC to create a meaningful space to achieve her goals. The learner’s ...

The objective of this research was to find that collaborative strategic reading (CSR) could develop reading comprehension of the second year students at MTs Darud Dawah Wal-Irsyad Pasangkayu. The research was pre-experimental design. The researcher employed purposive sampling technique and applied one group pre-test and post-test design. The data were collected through pre-test and post-test and were analyzed statistically. The means score of the students in the pre-test was 64.5 and the post-test was 78.2. By applying one-tailed test with 0.05 level of significance and the degree of freedom (df) was (25-1) 24. It is found that the t-counted was 6.75 greater than t-table 1.711. Based on the result of analysis the hypothesis was accepted because the researcher found that there was a significant difference from the development of the students’ reading comprehension through collaborative strategic reading (CSR). It means that Collaborative Strategic Reading could develop reading compre...

Importance: Interest is considered a significant educational construct. A validated instrument that can reliably be used to measure interest across different subject domains is however not available. Objective: To report the findings of two studies that were conducted to test the validity and reliability of a newly designed Individual Interest Questionnaire (IIQ). Design: Study 1 was a construct validation study involving three independent high school samples from different disciplines. In Study 2 the predictive validity of the IIQ was tested by examining how well the IIQ predicts cognitive engagement and on-task behaviors and attitudes of students. Participants: A sample of 230 chemistry, geography, and history high school students (Study 1) and 82 biology high school students (Study 2). Setting: High schools in Singapore. Main outcome measures: Confirmatory factor analysis, Hancock's coefficient H, test of multi-group invariance, cognitive engagement and on-task behaviors and attitudes (i.e., curiosity, enjoyment, self-efficacy, attention, and boredom). Results: Confirmatory factor analysis for the three samples suggest adequate fit of the data with the hypothesized model: History:

Interest theory adopts a person-in-context perspective. In this view, a momentary experience of interest is shaped by environmental circumstances and stable personal preferences. According to the Four-Phase Model of Interest Development, environmental factors are important in defining the concept of situational interest (SI). This study investigates this assumption. Repeated measurements of SI collected from a sample of 327 high school students during problem-based learning activities were analyzed using Latent-State Trait (LST) theory. LST models allow identification of situation-specific and consistent components in repeated measurements. Results show that situation-specific effects had a strong influence on self-reported SI. Further analysis revealed that substantial variance components in SI were unconfounded with preexisting individual interest. Based on these two criteria, the findings support defining the psychological state of interest as "situational interest".

The traditional slaughter ostrich production system evolved mainly around two aspects: producing the optimum skin size and attaining the ideal shape of follicle on the skin. Over time the practice of slaughtering ostriches at 14 months of age proved to be the ideal system and became the standard in the ostrich industry. With a gradual increase in demand for ostrich meat in the past decade, the meat yielded by a 14-month-old bird provided additional income to the producer. However, the cost of feed can affect profitability and, especially so, for a production system over a 14-month period. In addition to increasing feed costs, evidence exists of an increasing risk of skin damage over long production periods, affecting income negatively. A study at the Kromme Rhee experimental farm near Stellenbosch in South Africa investigated slaughter age regimes at 8.5 months, 10.5 months, 12.5 months, 14.5 months and 16.5 months. Data on feed intake and yields of cold carcass, crust skin size, skin grade and total feathers revealed significant differences (P < 0.01) at different slaughter ages. This paper attempts to assess the effect of different slaughter age regimes on the profitability of intensive slaughter ostrich production. Values predicted from a regression analysis were imputed into a gross margin budget analysis and discounted over a 5-year planning period to compare profitability over the long-term. Income was highest at the 14.5-month slaughter system but gross margin of the 10.5-month slaughter age system was highest, with the 8.5-month system second. Changes in the slaughter age regimes in the ostrich industry may increase efficiency in production systems.

The lack of alignment between, on the one hand, what schools seek to teach and, on the other, the students’ interests and learning objectives is leading to increasing numbers of students who are unable to derive meaning from school activities. Personalized learning strategies represent one of the most powerful ways to help students attribute meaning and personal value to their learning. This paper has two interrelated objectives. The first is to present a guide to the analysis of educational practices that work with and from students’ interests. This tool makes it possible to identify the potential of practices to reinforce and promote the meaning and personal value that students attach to their school learning. The guide is structured around three large blocks (personalization strategies, conceptions of interests, and design and development of practices), which describe the dimensions, subdimensions, questions, and levels for the analysis. The second objective is to illustrate use ...

This study reports the effectiveness of problem-based learning (PBL) on the interest and Advanced Placement (AP) Biology exam scores of high school students. The experimental group was exposed to a constructivist PBL environment using an overarching unit problem, inquiry style lab investigations and white board discussions while the comparison group received direct instruction in the same curriculum. AP Biology exam scores were collected for two years with direct instruction and two years with PBL instruction. An interest survey was given to a subset of the experimental group and included students enrolled in the course during the 2019-2020 school year. Analysis of the data revealed no significant difference between the AP exam scores of the experimental and comparison groups indicating that PBL did not affect the experimental group negatively or positively. While students reported that lab investigations were interesting, the overarching unit problem and white board discussions did little to increase their interest and motivation in class.

This study aims to determine the four internal factors which consist of IQ, Talent, Interest and Motivation in the success of the physical and sports physical education learning process in class XI SMK PUSDIKHUB-AD. The population in this study were all students of class XI SMK PUSDIKHUB-AD as many as 190 students taken in total sampling. The results of data analysis showed that the internal factors in the success of the health and sports physical education learning process in Cimahi Vocational High School class XI students were as follows: (1) IQ Factors (17%), (2) Talent Factors (27%), (3) Interest Factors (29%), (4) Motivation Factors 27%. The results of this study indicate that the biggest contributors are interest factors of 29%, and the factors with the smallest contribution are IQ factors of 17%. So it can be concluded, interest is dominant in achieving health and sports physical education learning outcomes. Suggestions put forward in this study are to further increase the interest of students to increase the achievement of physical education learning outcomes.

This paper presents results of the first year of a four-year longitudinal study examining motivation for independent language learning among Japanese freshman learners of English at a university in Japan. The participants were enrolled in optional independent learning modules offered by the university’s self-access centre. The aim of the modules is to introduce learners to resources and strategies for learning and to give them the opportunity to create and implement a plan of independent study in the language area of their choice. Despite a busy academic and personal schedule, 145 learners managed to successfully complete the first eight-week optional module in semester 1 and 50 of those learners went on to complete the second optional module in semester 2. The authors analysed learners’ weekly reflective journals in order to investigate the factors that helped learners maintain their motivation to continue the modules. In addition, interviews were conducted with 9 participants. Fin...

Learning Advisory Program (LAP) was launched at Yıldırım Beyazıt University School of Foreign Languages in the 2015-2016 academic year. The LAP, under the guidance of the instructors and advisors at the Independent Learning Centre (ILC), was planned to be used initially with students of a specific profile, composed of low-achieving, unmotivated students-the so-called 'repeat' students. In our case, 'repeat' students pose a challenge in that teachers have difficulty identifying their individual needs, and catering for them. To address this, we enrolled these students in a partially online blended learning program. Students were also informed about the possibility of getting individual support from ILC advisors. In order to facilitate the advising sessions, new materials and tools have been devised or adapted. A few months' experience in advising has given us a better understanding of our students and raised our motivation to turn the LAP into a more functional system.

This research is designed to expose the level of curiosity of students in learning in the aspects of interest, novelty seeking, openness of experience, and exploration. In particular, we will measure the differences in curiosity assessed from the points of semester level and gender. The study involved 234 students in their third, fifth, and seventh semesters in nine study programs at the University. Data was collected from the curiosity questionnaire in learning, consisting of 48 items on the Likert scale with a reliability of 0.886. The results showed the level of curiosity of students in the aspects of interest, novelty seeking, and openness of experience to be in the medium category and in the exploration aspect, in the low category. On the other hand, students in the third semester a had higher curiosity in learning compared to students in semesters five and seven, while studies on the gender aspect did not find substantial differences in students&#39; curiosity in learning.

The purpose of this study was to investigate the role of perceived problem quality in the relationship between students' (N = 226) achievement goals and autonomous motivation to study in a problem-based learning (PBL) environment. Specifically, the relationships between students' achievement goals (mastery-approach, performance-approach, performance-avoidance, and mastery-avoidance goals), problem quality-related characteristics (triggering interest, familiarity, stimulating collaborative learning, resulting in intended learning objectives, and promoting critical reasoning), and autonomous motivation to study were investigated. The findings indicate that the perceived quality of problems (i.e., familiarity, resulting in intended learning objectives, promoting critical reasoning, and by that triggering interest) fosters autonomous motivation to study and that the perception of this quality is influenced by students' achievement goals. Therefore, the quality of problems and students' achievement goals should be taken into account in a PBL environment.

Chinese college students majoring in medicine participated in this study by completing two questionnaires about their use of self-regulated learning (SRL) strategies and self-efficacy beliefs in studying English as a foreign language. Data on participants' performance on two English written exams and one oral English test were also collected. Statistically significant relationships between the use of SRL strategies, self-efficacy beliefs, and achievement in learning English were noted, providing additional validity information for the scores from the two questionnaires developed in a previous study (Wang & Pape, 2005). Participants' self-ratings of self-efficacy and use of SRL strategies; however, were not high. Students who read articles before reading questions had better performance on English written exams than their counterparts. Implications of the results in a Chinese English instruction context are also discussed.

The selection and use of appropriate materials is one of the most critical challenges facing English teachers today. In this article, we tell the stories (vignettes) of some of the major challenges we have faced as educators in this regard, and we offer a research base and practical suggestions related to each vignette. Selection of interesting and culturally contextualized authentic materials can go a long way towards creating a student-centered peddagogy. This will help to increase student motivation, achievemnt, and retention. Our first recommendation is to cultivate interst in the classroom. Interest can be elicited by selecting materials that lead to individual interest, students' personal interests, situational interest, the inherant interest in a specific situation like amystery or a puzzle, or topic interest, interest in the subject of the activity. An excellent way to elicit student interest is through the use of authentic materials. Teachers should endeavor to create interst in their classrooms by choosing interesting topics and texts, editing those texts, and using suspense and surprise. Our second suggestion is to use culturally contextualized authentic materials. These can come from two directions: either they can be situated in the culture of the students (the-home‖ culture), or they can be situated in the culture of native speakers (the-target‖ culture). Use of both types of cultural materials is important, and both can be termed-authentic.‖ The most important point is that the materials are authentic, and therefore more meaningful to students.

Research has shown that interest in knowledge facilitates students' academic achievement in learning. Because individual interest is often based on how much one knows, in other words existing or prior knowledge, studying adolescents' interest in health-enhancing physical activity and its benefits should address the relation between the interest and their existing or prior physical activity knowledge. Understanding this relationship may help us facilitate students to not only develop interest in knowing more about but also actual adopt a healthy, active lifestyle. This study used a large-sample structural equation design to identify the relationship between middle school students' interest in physical activity knowledge and their prior physical activity knowledge, and to assess the change of this relationship over time. Guided by the declarativeprocedural knowledge framework, latent growth models were developed and tested on data collected from a random sample of 3882 students from ten middle schools. The latent growth curve model indicated that, 1) on average, students experienced a significant interest decline in both procedural and declarative knowledge; 2) prior knowledge helped slow the decline and facilitated interest growth in knowledgeable students. The results suggest that existing knowledge determined the interest change.

Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to distinguish them are impeded by this lack of conceptual clarity. Following a recent proposal that curiosity and interest are naïve concepts, we sought to determine a naïve consensus view on their distinction using machine learning methods. In Study 1, we demonstrate that there is a naïve consensus in how they are distinguished, by training a Naïve Bayes classification algorithm to distinguish between free-text definitions of curiosity and interest (n = 396 definitions) and using cross-validation to test the classifier on two sets of data (dependent n = 196; independent n = 218). In Study 2, we demonstrate that the naïve consensus is shared by experts and can plausibly underscore future empirical work, as the classifier accurately distinguished definitions provided by experts who study curiosity and interest (n = 92). Our...

This research is designed to expose the level of curiosity of students in learning in the aspects of interest, novelty seeking, openness of experience, and exploration. In particular, we will measure the differences in curiosity assessed from the points of semester level and gender. The study involved 234 students in their third, fifth, and seventh semesters in nine study programs at the University. Data was collected from the curiosity questionnaire in learning, consisting of 48 items on the Likert scale with a reliability of 0.886. The results showed the level of curiosity of students in the aspects of interest, novelty seeking, and openness of experience to be in the medium category and in the exploration aspect, in the low category. On the other hand, students in the third semester a had higher curiosity in learning compared to students in semesters five and seven, while studies on the gender aspect did not find substantial differences in students&#39; curiosity in learning.

Ostrich farming is a new emergent in avian production throughout the globe from the last few years which can open new vistas for development for its delicious meat, feathers and the hide. Pakistan being independent in cheap labor and cheap feed can easily set up ostrich farms of high production potential in the country. Ostrich is gaining popularity in Pakistan and there are many farmers who are rearing ostrich at small scale in various parts of the country. Demand for meat (healthy meat), fat/oil, hide, eggs, feathers and other products is increasing day by day in Pakistan. However, ostrich producers are only meeting 10% of the customers demand. Therefore, it is high time to capture our share in the local and international market. Major clients for meat are Super Stores, Meat Markets, Restaurants and hotels.

Background Exergames have attracted the interest of academics, practitioners, and designers, in domains as diverse as health, human-computer interaction, psychology, and information technology. This is primarily because exergames can make the exercise experience more enjoyable and entertaining, and in turn, can increase exercise levels. Despite the many benefits of exergames, they suffer from retention problems. Thus, the objective of this article was to review theories and game elements that have been empirically examined or employed in an attempt to make exergames more motivating so people engage in sustained physical activity (duration of physical activity) in a repeating pattern over time (frequency of physical activity). Methodology A literature search and narrative review were conducted. Results Five major theories and elements were prevalent in the exergaming literature: (1) self-determination theory, (2) gamification, (3) competition and cooperation, (4) situational interest...

The economic benefits of academic success and completion are long-lasting. Students who attend community colleges can stand to benefit a great deal by completing a 4-year degree or even a 2-year degree. Unfortunately, these students often begin their higher education journey not fully prepared for college-level coursework. Students often fail to see how their college coursework relates to their lives and in turn, don&#39;t hold interest or perceive value for the course and consequently do not perform well. Using Eccles et al. (1983) expectancy-value theory this study tested how community college students would respond to a utility-value intervention in which they generated either short-term value for the course (proximal) or long-term value for the course (distal). Future time perspective theory (Husman & Shell, 2008) was incorporated to determine whether a match between the type of utility-value that students generated and students&#39; differences in time perspective (proximally-o...

While most studies have focused on attrition issues, engineering educators still have a lack of understanding of factors that can contribute to students&#x27; success in engineering. The main purpose of this research has been to quantitatively examine the relationships between strategy, interest, intention and academic performance within the Theory of Reasoned Action (TRA). Participants were 135 Malaysian and 132 Australian engineering undergraduates who completed the Study Process Questionnaire (R-SPQ-2F) scale and Learner ...

The purpose of this study was to explore the relationship between grit and entrepreneurial intent. Grit involves maintaining effort and interest in the pursuit of long-term goals, despite adversity, stagnation, or failure. Entrepreneurial intentions are a well-established indicator that represents an individual's conscious determination to start a new business. Secondary variables included the personality traits measured in the Big Five model (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism). Survey data were collected from over 500 undergraduate students at a Midwestern university in the United States. The results confirmed that there was a strong positive association between grit and entrepreneurial intentions. Furthermore, independent samples t-tests revealed that high grit students showed greater entrepreneurial intent than low grit students. The data also indicated that grit fully mediated the predictive effect of conscientious and neuroticism on entrepreneurial intent. Overall, a better understanding of the influence of grit on entrepreneurial intent, given the presence of various diverse personality constellations, may help inform educators in preparing and delivering course content. The influence of grit may reduce the failure rate of new and young businesses launched by college-educated entrepreneurs.

Common sense suggests that interest in a particular topic influences further learning about that topic. Those with a high interest in mathematics are willing to engage with such topic to a larger extent, leading to better achievement. Most researchers in the field tend to agree with what seems intuitively true: that interest is a cause of learning. However, the empirical data that support this point of view consist mainly of correlations between both variables (e.g. Schraw & Lehman, 2001), and correlation does not imply causation. In fact, there are at least two other possibilities here, namely that increases in knowledge cause interest to increase, or that interest and knowledge influence each other reciprocally. Cross-lagged panel analysis, used in our recent study published in this journal (Rotgans & Schmidt, 2017) and criticised by Hidi and Renninger (Hidi & Renninger, 2017), is a methodology that, unlike the use of simple correlations, enables one to test causal hypotheses about the relationship between constructs. By measuring both constructs twice, at different points in time, the three directional hypotheses proposed above could be tested simultaneously. (The interested reader is referred to the original paper or to the literature on cross-lagged panel analysis for further technical details.) We found a directional influence of previously acquired knowledge on later interest, but not from previous interest on later knowledge. These findings, and those of two experiments reported in the same article, led us to conclude that, rather than a cause of learning, interest is a consequence of learning. Of course, these findings are counterintuitive, and Hidi and Renninger do not like them. However, rather than presenting counterevidence, they resort to methodological issues. We will try to summarise the most important here, and respond to each of them. 1. The authors present a study of interest in a single context over 5 weeks. Although they acknowledge study limitations such as the duration of interest development, they do not temper their generalisations. Response 1. Rather than presenting 'a study of interest in a single context over 5 weeks', as Hidi and Renninger claim, we have reported on three studies in two