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How Individual Interest Influences Situational Interest and How Both Are Related to Knowledge Acquisition: A Microanalytical Investigation
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Rotgans, Jerome I.; Schmidt, Henk G. – Journal of Educational Research, 2018
The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational…
Descriptors: Student Interests, Learner Engagement, Elementary School Students, Secondary School Students
Is the Study Process Questionnaire (SPQ) a Good Predictor of Academic Achievement? Examining the Mediating Role of Achievement-Related Classroom Behaviours
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Choy, Jeanette Lyn Fung; O'Grady, Glen; Rotgans, Jerome I. – Instructional Science: An International Journal of the Learning Sciences, 2012
Studies have shown that the Study Process Questionnaire (SPQ)--which provides a measure of student approaches to learning--is a relatively weak predictor of academic achievement. The present study sought to explore whether students' achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student…
Descriptors: Questionnaires, Academic Achievement, Student Behavior, Learning Strategies
Cognitive Engagement in the Problem-Based Learning Classroom
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Rotgans, Jerome I.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to…
Descriptors: Problem Based Learning, Personal Autonomy, Learner Engagement, Cognitive Processes
The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors
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Rotgans, Jerome I.; Schmidt, Henk G. – International Journal of Teaching and Learning in Higher Education, 2012
The objective of the present study was to examine how motivation is related to academic achievement. The "Motivated Strategies for Learning Questionnaire" (MSLQ) was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students' prior…
Descriptors: Academic Achievement, Student Motivation, Prior Learning, Learning Strategies
The Relationships between Problem Characteristics, Achievement-Related Behaviors, and Academic Achievement in Problem-Based Learning
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Sockalingam, Nachamma; Rotgans, Jerome I.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity,…
Descriptors: Problem Based Learning, Academic Achievement, Student Behavior, College Students
The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom
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Rotgans, Jerome I.; Schmidt, Henk G. – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on…
Descriptors: Learner Engagement, Teacher Student Relationship, Teacher Role, Classroom Environment