Fragebogen zum Studieninteresse

Schiefele, Ulrich; Krapp, Andreas; Wild, Klaus-Peter; Winteler, Adolf

doi:10.1037/t64341-000

Cited by 47 publications

(61 citation statements)

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“…Personal interest was measured using the interest scale developed by Schiefele, Krapp, Wild, and Winteler (1993). The scale tapped both the cognitive and affective components of personal interest, and was adapted to refer specifically to the running task in this study.…”

Section: Methodsmentioning

confidence: 99%

Adolescents’ Interest and Performances in Aerobic Fitness Testing

Zhu

Chen²,

Parrott

2014

Journal of Teaching in Physical Education

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This study examined adolescents' interest in aerobic fitness testing and its relation to the test performances. Adolescents (N = 356) from three middle schools participated in the study. The participants took two aerobic fitness tests: the Progressive Aerobic Cardiovascular Endurance Run (PACER) and One-Mile Run (1MR) with a two-day interval, and completed two interest scales immediately after each test. Test performances, interest, and body mass index data were collected. Data were analyzed using descriptive statistics, multivariate analysis of variance/covariance, and hierarchical regression analyses. Student situational and personal interests were low-to-moderate overall in both aerobic fitness tests. Boys reported significantly higher situational interest than girls, but there was no gender difference in personal interest. Personal interest was a significant predictor for PACER (b=.27) and 1MR (b=-.37). The predictability of situational interest to testing performances varied between PACER and 1MR. PACER and 1MR might have rendered distinct motivational stimuli that led to the varied predicting power of situational interest.

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Section: Methodsmentioning

confidence: 99%

Adolescents’ Interest and Performances in Aerobic Fitness Testing

Zhu

Chen²,

Parrott

2014

Journal of Teaching in Physical Education

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“…Secondly, three self-report questionnaires were applied: the Croatian version of "Fragebogen zum Studieninteresse (FSI)" (Schiefele, Krapp, Wild, & Winteler, 1993), the Croatian version of "Inventars zur Erfassung von Lernstrategien im Studium (LIST)" (Wild & Schiefele, 1994) and "The Causal Attribution Scale II" (Sorić, 2002). The questionnaires were administered, in random order, during regular class time.…”

Section: Methodsmentioning

confidence: 99%

“…Following the Hidi's (2006) suggestion that the content-specific nature of interest differentiates interest from other motivational variables that centre on more general aspects of learning (such as achievement goals), a Croatian version of the Study Interest Questionnaire ("Fragebogen zum Studieninteresse (FSI)" (Schiefele et al, 1993) was used to assess the domainspecific interests of participants. The original questionnaire measures students' personal interests in their field of study and takes into consideration the following interest dimensions: emotional attitudes, personal value judgments and intrinsic character.…”

Section: Applied Instrumentsmentioning

confidence: 99%

The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions

Sorić

Palekčić

2009

Eur J Psychol Educ

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The purpose of this research was to examine the relationship between students' interests, their use of certain specific learning strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore the relationships between some important variables from three different, but connected phases of self-regulated learning: the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal attributions).Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students' interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a partial mediating role between students' academic achievement and their interests. Generally, our findings indicate a dynamic and cyclical nature of learning processinterest is an integral part of this process and it could be conceptualized as both a consequence and an antecedent of cognitive aspects of learning. their learning goals. Self-regulated students are those who are metacognitively, motivationally and behaviorally active participants in their own learning process (Zimmerman, 2001).

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“…'After a math class, I am often curious about what we are going to do in the next lesson,' (α = .76, M =7.62, SD= 3.02). These items were adapted according to Frenzel, Goetz, Pekrun, and Watt (2010) from the "Questionnaire for Study Interest" by Schiefele, Krapp, Wild, and Winteler (1993). The items refer specifically to the subject of mathematics and suit the target group of adolescent students.…”

Section: Effort and Interestmentioning

confidence: 99%

What to do when feeling bored?

Nett

Goetz

Daniels

2010

Learning and Individual Differences

159

100

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The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping, namely approach versus avoidance oriented coping and cognitive versus behavioral oriented coping. First, based on the responses of 976 students (51% female) from grades 5 to 10, the structure of the coping with boredom scales was verified by confirmatory factor analysis. In a second step, 3 different boredom-coping groups were identified by latent profile analysis. These three groups were named Reappraisers, Criticizers, and Evaders. Third, differences between these groups concerning their frequency of experiencing boredom, their academic achievement, and other emotional, motivational, and cognitive aspects of academic achievement situations were analyzed. Relative to the other 2 groups, Reappraisers preferred cognitive-approach strategies, were less frequently bored, and experienced the most positive pattern of emotional, motivational, and cognitive outcomes. Finally, methodological and educational implications and directions for future research are discussed.

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Fragebogen zum Studieninteresse

Cited by 47 publications

References 0 publications

Adolescents’ Interest and Performances in Aerobic Fitness Testing

Adolescents’ Interest and Performances in Aerobic Fitness Testing

The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions

What to do when feeling bored?

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