Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest
Individual interest was examined as a moderator of effects of situational factors designed to catch and hold task interest. In Study 1, 96 college students learned a math technique with materials enhanced with collative features (catch) versus not. Catch promoted motivation among participants with l...
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| Veröffentlicht in: | Journal of educational psychology 2007-08, Vol.99 (3), p.597-610 |
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| container_title | Journal of educational psychology |
| container_volume | 99 |
| creator | Durik, Amanda M Harackiewicz, Judith M |
| description | Individual interest was examined as a moderator of effects of situational factors designed to
catch
and
hold
task interest. In Study 1, 96 college students learned a math technique with materials enhanced with collative features (catch) versus not. Catch promoted motivation among participants with low individual interest in math (IIM) but hampered motivation among those with high IIM. In Study 2 (
n
= 145), catch was crossed with a hold manipulation, emphasizing utility. Effects of each manipulation depended on IIM. The catch results were similar to those in Study 1. Hold promoted motivation among participants with high IIM and undermined it among participants with low IIM. Discussion centers on the intersection of individual and situational interest. |
| doi_str_mv | 10.1037/0022-0663.99.3.597 |
| format | Article |
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catch
and
hold
task interest. In Study 1, 96 college students learned a math technique with materials enhanced with collative features (catch) versus not. Catch promoted motivation among participants with low individual interest in math (IIM) but hampered motivation among those with high IIM. In Study 2 (
n
= 145), catch was crossed with a hold manipulation, emphasizing utility. Effects of each manipulation depended on IIM. The catch results were similar to those in Study 1. Hold promoted motivation among participants with high IIM and undermined it among participants with low IIM. Discussion centers on the intersection of individual and situational interest.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.99.3.597</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Biological and medical sciences ; College students ; Educational psychology ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Individual Differences ; Interest Inventories ; Interests ; Male ; Mathematics ; Mathematics Instruction ; Motivation ; Personality traits ; Psychology of learning ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Student Attitudes ; Student Interests ; Student Motivation</subject><ispartof>Journal of educational psychology, 2007-08, Vol.99 (3), p.597-610</ispartof><rights>2007 American Psychological Association</rights><rights>2007 INIST-CNRS</rights><rights>Copyright American Psychological Association Aug 2007</rights><rights>2007, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a417t-154a6773325d122c87e1a029b411095d9ec6c700518a9ace18b4b34447d1810b3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ772027$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=18993206$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Harris, Karen R</contributor><creatorcontrib>Durik, Amanda M</creatorcontrib><creatorcontrib>Harackiewicz, Judith M</creatorcontrib><title>Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest</title><title>Journal of educational psychology</title><description>Individual interest was examined as a moderator of effects of situational factors designed to
catch
and
hold
task interest. In Study 1, 96 college students learned a math technique with materials enhanced with collative features (catch) versus not. Catch promoted motivation among participants with low individual interest in math (IIM) but hampered motivation among those with high IIM. In Study 2 (
n
= 145), catch was crossed with a hold manipulation, emphasizing utility. Effects of each manipulation depended on IIM. The catch results were similar to those in Study 1. Hold promoted motivation among participants with high IIM and undermined it among participants with low IIM. Discussion centers on the intersection of individual and situational interest.</description><subject>Biological and medical sciences</subject><subject>College students</subject><subject>Educational psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Individual Differences</subject><subject>Interest Inventories</subject><subject>Interests</subject><subject>Male</subject><subject>Mathematics</subject><subject>Mathematics Instruction</subject><subject>Motivation</subject><subject>Personality traits</subject><subject>Psychology of learning</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Student Attitudes</subject><subject>Student Interests</subject><subject>Student Motivation</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><recordid>eNp9kE9LwzAYh4MoOKdfQDwMcSdpzZukSXOUufmHgQf1HNI0hW51rUl72Lc3pWNTEA8hJO_z_n7wIHQJOAZMxR3GhESYcxpLGdM4keIIjUBSGREQ_BiN9sApOvN-hTGm4TFC04eyKKyzm3by1rp6bf2kqN3k8Luoq7U_RyeFrry92N1j9LGYv8-eouXr4_PsfhlpBqKNIGGaC0EpSXIgxKTCgsZEZgwAyySX1nAjME4g1VIbC2nGMsoYEzmkgDM6RtdDbuPqr876Vq3qzm1CpeLAmKQ8nH8gEmpCf8oCRAbIuNp7ZwvVuPJTu60CrHplqjeieiNKSkVVUBaWprtk7Y2uCqc3pvSHzVRKSjAP3NXAWVea_Xj-IgTBpI-5Hca60arxW6NdW5rKetO53qmyefez9OZv-jf2DTSZjMs</recordid><startdate>20070801</startdate><enddate>20070801</enddate><creator>Durik, Amanda M</creator><creator>Harackiewicz, Judith M</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>20070801</creationdate><title>Different Strokes for Different Folks</title><author>Durik, Amanda M ; Harackiewicz, Judith M</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a417t-154a6773325d122c87e1a029b411095d9ec6c700518a9ace18b4b34447d1810b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Biological and medical sciences</topic><topic>College students</topic><topic>Educational psychology</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Individual Differences</topic><topic>Interest Inventories</topic><topic>Interests</topic><topic>Male</topic><topic>Mathematics</topic><topic>Mathematics Instruction</topic><topic>Motivation</topic><topic>Personality traits</topic><topic>Psychology of learning</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Student Attitudes</topic><topic>Student Interests</topic><topic>Student Motivation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Durik, Amanda M</creatorcontrib><creatorcontrib>Harackiewicz, Judith M</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Durik, Amanda M</au><au>Harackiewicz, Judith M</au><au>Harris, Karen R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ772027</ericid><atitle>Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest</atitle><jtitle>Journal of educational psychology</jtitle><date>2007-08-01</date><risdate>2007</risdate><volume>99</volume><issue>3</issue><spage>597</spage><epage>610</epage><pages>597-610</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>Individual interest was examined as a moderator of effects of situational factors designed to
catch
and
hold
task interest. In Study 1, 96 college students learned a math technique with materials enhanced with collative features (catch) versus not. Catch promoted motivation among participants with low individual interest in math (IIM) but hampered motivation among those with high IIM. In Study 2 (
n
= 145), catch was crossed with a hold manipulation, emphasizing utility. Effects of each manipulation depended on IIM. The catch results were similar to those in Study 1. Hold promoted motivation among participants with high IIM and undermined it among participants with low IIM. Discussion centers on the intersection of individual and situational interest.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.99.3.597</doi><tpages>14</tpages></addata></record> |
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| ispartof | Journal of educational psychology, 2007-08, Vol.99 (3), p.597-610 |
| issn | 0022-0663 1939-2176 |
| language | eng |
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| source | EBSCOhost APA PsycARTICLES |
| subjects | Biological and medical sciences College students Educational psychology Female Fundamental and applied biological sciences. Psychology Human Individual Differences Interest Inventories Interests Male Mathematics Mathematics Instruction Motivation Personality traits Psychology of learning Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Student Attitudes Student Interests Student Motivation |
| title | Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest |
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