Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Foong, See Kit | 1 |
| Kadir, Munirah Shaik | 1 |
| Kuppan, Loganantham | 1 |
| Lee, Paul Choon Keat | 1 |
| Rotgans, Jerome I. | 1 |
| Schmidt, Henk G. | 1 |
| Wong, Darren Jon Sien | 1 |
| Yau, Che Ming | 1 |
| Yeung, Alexander Seeshing | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 7 | 1 |
| Secondary Education | 1 |
Audience
Location
| Singapore | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkRotgans, 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
Download full textYeung, Alexander Seeshing; Kuppan, Loganantham; Foong, See Kit; Wong, Darren Jon Sien; Kadir, Munirah Shaik; Lee, Paul Choon Keat; Yau, Che Ming – New Horizons in Education, 2010
Background: Students' academic self-concepts are known to be domain specific. Researchers have also identified two related components of self-concept:cognitive (how competent students feel about a subject domain) and affective (their interest in the subject). This paper examines whether both components are domain specific. Research has also shown…
Descriptors: Foreign Countries, Grade 7, Self Concept, Student Surveys
