Task interest was strongly interconnected across the course, with each task's interest predicting interest in the next tasks.¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Proximal Task interest measures were strongly connected, particularly with interest in the subsequent two tasks. → Fryer 2021

Evidence¶

Fryer 2021¶

Fryer, L. K., Shum, A., Lee, A., & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493

q3 · i? · associational · r2

Longitudinal-SEM results for the 310-student course study. The article reports "Task interest was strongly connected, particularly with the interest in the subsequent two tasks", with large βs in the discussion; no single effect size is printed in the quoted sentence.

"Consistent with H3, Task interest was strongly connected, particularly with the interest in the subsequent two tasks (H3) and strongly connected to Course interest (see Figure 2; H4)."

Discussion¶

Learner Variables¶

• Interest — predictor: learners who differ on it differ in outcomes
• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Interest in specific tasks (Task3, Task5, Task6) strongly predicted Course interest, and Task3 and Task5 also directly predicted Domain interest. — related
• Task interest remains stable across consecutive creativity tasks: interest in one task is strongly and directly associated with interest in the next, with little mediation by task experience — possibly the same claim (merge candidate)
• Interconnections between motivational constructs and learning are complex and temporal, evidenced by 78% (n = 14) of momentary-wave studies — a broader claim this one bears on
• Perceived difficulty and task interest in Task 1 indirectly inform expectancy beliefs for Task 2 — related