Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-04-17 DOI:10.1016/j.learninstruc.2025.102116

Jutta Mägdefrau , Christof Wecker , Katharina Engelmann , Andreas Michler , Isolde Baumgartner , Matthias Böhm

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引用次数: 0

Abstract

Background

Research indicates that situation-specific experiences during the learning process affect learner engagement and learning strategies. Learner and task characteristics also affect situational interest and the use of learning strategies.

Aims

This study explores how diverse learners, faced with various tasks, experience task-specific situational interest and employ different cognitive learning strategies.

Sample

Participants were 801 students from 30 classes across 19 secondary schools in Germany.

Methods

This study spanned one academic year and focused on three instructional units in a history class. The participants were assigned 34 self-directed tasks. Learner characteristics were assessed at the beginning of the year, and task characteristics were retrospectively coded. Situational interest and the use of appropriate learning strategies were measured using pen-and-paper questionnaires. A cross-classified multilevel approach was used to analyse the data.

Results

Cross-classified path analysis showed that situational interest was influenced by learner characteristics (e.g. subject-related interest) and task characteristics (e.g. writing load or real-life connections). Situational interest significantly predicted the appropriate use of learning strategies, which varied across learners, tasks, and encounters.

Conclusions

The findings emphasise the significance of adopting a situation-specific approach to understanding the use of learning strategies. Situational interest and the use of learning strategies are influenced not only by learner characteristics but also by task characteristics.

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历史课中任务情境兴趣和适当学习策略的使用：一个交叉分类的多层次分析

研究表明，学习过程中的情境体验会影响学习者的投入和学习策略。学习者和任务特征也会影响情境兴趣和学习策略的使用。目的探讨不同的学习者在面对不同的任务时，如何体验任务特定情境兴趣，并采用不同的认知学习策略。样本参与者是来自德国19所中学30个班级的801名学生。方法本研究跨越一学年，集中于历史课的三个教学单元。参与者被分配了34项自主任务。学习特征在年初进行评估，任务特征进行回顾性编码。情境兴趣和适当学习策略的使用采用纸笔问卷进行测量。采用交叉分类多层次方法对数据进行分析。结果交叉分类路径分析表明，情境兴趣受学习者特征（如学科相关兴趣）和任务特征（如写作负荷或现实生活联系）的影响。情境兴趣显著地预测了学习策略的恰当使用，这在学习者、任务和遭遇中有所不同。结论：研究结果强调了采用特定情境方法来理解学习策略使用的重要性。情境兴趣和学习策略的使用不仅受到学习者特征的影响，还受到任务特征的影响。

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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.