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Joseph P Mazer - One of the best experts on this subject based on the ideXlab platform.
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Students’ Discrete Emotional Responses in the Classroom: Unraveling Relationships With Interest and Engagement
Communication Research Reports, 2017Co-Authors: Joseph P MazerAbstract:Recent instructional communication research reveals that the communication and emotional processes at play in the classroom can influence class-specific emotions experienced by students. Students’ enjoyment and pride were positively related to their emotional Interest, while students’ enjoyment, hope, and pride were positively associated with their Cognitive Interest. While students’ anger and boredom were inversely related to their emotional Interest, students who reported greater hopelessness and anger indicated decreases in Cognitive Interest. Students’ hope and pride were positively associated with their overall engagement behaviors. Anger, anxiety, shame, and boredom led students to report decreases in their engagement. Follow-up tests highlighted challenges in the assessment of specific emotional responses; exploratory factor analysis simplified the measurement of these variables and provided additional insight into expected relationships.
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Associations among classroom emotional processes, student Interest, and engagement: a convergent validity test
Communication Education, 2016Co-Authors: Joseph P MazerAbstract:ABSTRACTThe results of this study compile convergent validity evidence for the Student Interest Scale and Student Engagement Scale through associations among emotional support, emotion work, student Interest, and engagement. Confirmatory factor analysis indicates that the factor structures of the measures are stable, reliable, and valid. The results indicate positive relationships among emotional support and students’ emotional and Cognitive Interest and engagement and inverse associations among students’ emotion work, Interest, and engagement, providing evidence for convergent validity. Theoretical and pedagogical implications are discussed.
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student emotional and Cognitive Interest as mediators of teacher communication behaviors and student engagement an examination of direct and interaction effects
Communication Education, 2013Co-Authors: Joseph P MazerAbstract:The purpose of this study was to examine the main and interactive effects of teacher communication behaviors and student Interest on engagement. Participants included 518 undergraduate students who were asked to identify the first class they attended in a particular week and then use that class as the reference point for all survey items. The findings suggested that teacher immediacy more strongly predicted student emotional Interest than Cognitive Interest, whereas teacher clarity was a stronger predictor of student Cognitive Interest. The results indicated a significant interaction effect between teacher immediacy and clarity and student Cognitive Interest, as well as a significant interaction effect between student emotional and Cognitive Interest and engagement. The final structural model accounted for 42% of the variance in student engagement. Theoretical and pedagogical implications are discussed.
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Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test
Communication Education, 2013Co-Authors: Joseph P MazerAbstract:The results of this study establish the validity of the Student Interest Scale and Student Engagement Scale, as well as associations among teacher communication behaviors, student Interest, and engagement. Confirmatory factor analysis indicates that the factor structures of the measures are stable, reliable, and valid. The results indicate positive relationships among teacher immediacy and clarity, and student emotional and Cognitive Interest and engagement, providing initial evidence for construct validity. Theoretical and pedagogical implications are discussed.
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development and validation of the student Interest and engagement scales
Communication Methods and Measures, 2012Co-Authors: Joseph P MazerAbstract:A series of studies report the development of empirically derived instruments that measure student Interest and engagement. The first study inductively develops an initial item pool through open-ended questionnaire data. A second study subjects the measures to exploratory factor analysis to ascertain an underlying factor structure. The third study deductively tests the measures through confirmatory factor analysis and examines associations among teacher communication behaviors, student emotional and Cognitive Interest, and engagement. A fourth study offers discriminant validity evidence, suggesting that the new measures are distinct from scales that assess similar yet divergent constructs. Guided by prior theory (Mottet, Frymier, & Beebe, 2006) and research (Harp & Mayer, 1997), the instruments developed here possess heuristic potential for instructional communication research. Implications and areas for future research are discussed.
Richard E Mayer - One of the best experts on this subject based on the ideXlab platform.
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how seductive details do their damage a theory of Cognitive Interest in science learning
Journal of Educational Psychology, 1998Co-Authors: Shannon F Harp, Richard E MayerAbstract:In 4 experiments, students who read expository passages with seductive details (i.e., Interesting but irrelevant adjuncts) recalled significantly fewer main ideas and generated significantly fewer problem-solving transfer solutions than those who read passages without seductive details. In Experiments 1, 2, and 3, revising the passage to include either highlighting of the main ideas, a statement of learning objectives, or signaling, respectively, did not reduce the seductive details effect. In Experiment 4, presenting the seductive details at the beginning of the passage exacerbated the seductive details effect, whereas presenting the seductive details at die end of the passage reduced the seductive details effect. The results suggest that seductive details interfere with learning by priming inappropriate schemas around which readers organize the material, rather than by distracting the reader or by disrupting the coherence of the passage.
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the role of Interest in learning from scientific text and illustrations on the distinction between emotional Interest and Cognitive Interest
Journal of Educational Psychology, 1997Co-Authors: Shannon F Harp, Richard E MayerAbstract:A textbook lesson may be made more Interesting by promoting emotional Interest through adding entertaining text and illustrations or by promoting Cognitive Interest through adding signals for structural understanding such as summary illustrations with captions. In Experiment 1, skilled readers who read summary text and illustrations about the process of lightning performed worse on retention of important information and on transfer when entertaining text, illustrations, or both were added. In Experiment 2, skilled readers rated entertaining text and illustrations relatively high in emotional Interest and low in Cognitive Interest and rated summary illustrations and text relatively low in emotional Interest and high in Cognitive Interest. The results suggest benefits of Cognitive Interest over emotional Interest for helping students learn scientific explanations. What can be done to make a scientific textbook lesson more Interesting? For example, consider the following scenario. A high school textbook contains a six-paragraph lesson that explains the formation of lightning, such as shown in the Appendix. Students find the passage boring. When asked to explain how lightning is formed, the students perform poorly; when asked to solve problems based on the explanation, they also perform poorly. Instructional designers are called in to improve the Interestingness of the lesson, in hopes of improving students' learning.
Shannon F Harp - One of the best experts on this subject based on the ideXlab platform.
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how seductive details do their damage a theory of Cognitive Interest in science learning
Journal of Educational Psychology, 1998Co-Authors: Shannon F Harp, Richard E MayerAbstract:In 4 experiments, students who read expository passages with seductive details (i.e., Interesting but irrelevant adjuncts) recalled significantly fewer main ideas and generated significantly fewer problem-solving transfer solutions than those who read passages without seductive details. In Experiments 1, 2, and 3, revising the passage to include either highlighting of the main ideas, a statement of learning objectives, or signaling, respectively, did not reduce the seductive details effect. In Experiment 4, presenting the seductive details at the beginning of the passage exacerbated the seductive details effect, whereas presenting the seductive details at die end of the passage reduced the seductive details effect. The results suggest that seductive details interfere with learning by priming inappropriate schemas around which readers organize the material, rather than by distracting the reader or by disrupting the coherence of the passage.
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the role of Interest in learning from scientific text and illustrations on the distinction between emotional Interest and Cognitive Interest
Journal of Educational Psychology, 1997Co-Authors: Shannon F Harp, Richard E MayerAbstract:A textbook lesson may be made more Interesting by promoting emotional Interest through adding entertaining text and illustrations or by promoting Cognitive Interest through adding signals for structural understanding such as summary illustrations with captions. In Experiment 1, skilled readers who read summary text and illustrations about the process of lightning performed worse on retention of important information and on transfer when entertaining text, illustrations, or both were added. In Experiment 2, skilled readers rated entertaining text and illustrations relatively high in emotional Interest and low in Cognitive Interest and rated summary illustrations and text relatively low in emotional Interest and high in Cognitive Interest. The results suggest benefits of Cognitive Interest over emotional Interest for helping students learn scientific explanations. What can be done to make a scientific textbook lesson more Interesting? For example, consider the following scenario. A high school textbook contains a six-paragraph lesson that explains the formation of lightning, such as shown in the Appendix. Students find the passage boring. When asked to explain how lightning is formed, the students perform poorly; when asked to solve problems based on the explanation, they also perform poorly. Instructional designers are called in to improve the Interestingness of the lesson, in hopes of improving students' learning.
Daniel Martins - One of the best experts on this subject based on the ideXlab platform.
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Contradictions and Predictions: Two Sources of Uncertainty That Raise the Cognitive Interest of Readers
Discourse Processes, 2009Co-Authors: Nicolas Campion, Daniel Martins, Alice WilhelmAbstract:Cognitive Interest is a motivation to acquire information that is caused by a Cognitive and emotional state of uncertainty about the meaning of a text. It can, therefore, be expected to increase if a text raises an issue in readers' mind without resolving it. In support of this expectation, the results of 3 experiments show that the readers' Cognitive Interest in narratives increased when they read contradictory outcomes, which call for missing explanations, or when they draw hypothetical predictions, which call for missing confirmations of the anticipated events. The increases in Cognitive Interest were observed before full comprehension was achieved. Therefore, the Cognitive Interest does not rely on the postdictability of what is read. As a motivation to suppress uncertainty, Cognitive Interest would selectively enhance attention and inferences, with the pleasurable aim of resolving issues. The embodiment of Cognitive Interest through emotions of negative and positive valences is also discussed.
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Influence des connaissances et de l'intérêt sur la compréhension de textes
L'année psychologique, 1995Co-Authors: Daniel MartinsAbstract:The influence of comprehension, memorization and Cognitive Interest for a first text upon the Cognitive Interest, comprehension and memorization of a target text was examined in two experimental studies. The influence of questions inserted between text paragraphs on text Interest and comprehension was also investigated. Results of the first study showed that target text comprehension and memorization were positively related with both comprehension and Interest for the first text. The results of the second study showed that Interest for the target text was positively related with both comprehension and Interest for the first text. Inserted questions led to better text comprehension and memorization but did not influence Interest. Results are discussed and related to a situational model framework.
Kendall Hartley - One of the best experts on this subject based on the ideXlab platform.
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Processing and recall of seductive details in scientific text
Contemporary Educational Psychology, 2007Co-Authors: Stephen Lehman, Gregory Schraw, Matthew T. Mccrudden, Kendall HartleyAbstract:Abstract This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for Interest and importance. Participants rated seductive details as being more Interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered recall of important ideas and deeper processing as measured by an essay task. These findings extend previous research [Harp, S. & Mayer, R. E. (1997). Role of Interest in learning from scientific text and illustrations: on the distinction between emotional Interest and Cognitive Interest. Journal of Educational Psychology, 89 , 92–102; Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: a theory of Cognitive Interest in science learning. Journal of Educational Psychology, 90 , 441–434.] to suggest that the negative effects of seductive details’ on comprehension were due to a combination of reduced attentional allocation and disruption of text coherence.