Journal directory listing - Volume 65(2020) - Journal of Research in Education Sciences【65(1)】March (Special Issue: Language and Culture Education Policies)

Proactivity Affects Triggered and Maintained Situational Interest and Relates to Perceived Learning Values of Attending a Hands-on Making Contest Author: Yu-Tsang Chen (Department of Industrial Education, National Taiwan Normal University), Kai-Hsin Tai (Institute for Research Excellence in Learning Sciences, National Taiwan Normal University)

Vol.&No.:Vol. 65, No.1
Date:March 2020

This study explored how proactivity triggers and maintains the interest and perceived learning values of students. It surveyed students who participated in a science and technology hands-on making contest. This contest required students to make three miniatures and use them to compete in relay races and tug-of-war competitions. Data from 197 participants were collected analyzed using confirmatory factor analysis with structural equation modeling. Participants consisted of 135 (68.5%) male students and 62 (31.5%) female students. 91 participants were in the fifth grade (46.2%) and 106 were in the sixth grade (53.8%). Results identified positive correlations between proactivity, triggered interest, maintained interest, and perceived learning value. The coefficients were .64, .28, .59, .36, and .47, respectively, and the effect sizes were strong. These results indicated that although failure in miniature design is unavoidable, promoting students’ proactivity can reduce failure, facilitate situational interest, and ultimately enhance perceived learning values.

Keywords:hands-on making, maintained interest, perceived learning values, proactivity, triggered interest

《Full Text》 檔名

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APA FormatFan, J.-Y., & Ye, J.-H. (2020). Proactivity Affects Triggered and Maintained Situational Interest and Relates to Perceived Learning Values of Attending a Hands-on Making Contest. Journal of Research in Education Sciences, 65(1), 247-270. doi:10.6209/JORIES.202003_65(1).0010