The role of teachers in facilitating situational interest in an active-learning classroom

Jerome I. Rotgans*, Henk G. Schmidt

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

105 Citations (Scopus)

Abstract

The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students' situational interest in the active-learning classroom.

Original languageEnglish
Pages (from-to)37-42
Number of pages6
JournalTeaching and Teacher Education
Volume27
Issue number1
DOIs
Publication statusPublished - Jan 2011

Research programs

  • ESSB PSY

Fingerprint

Dive into the research topics of 'The role of teachers in facilitating situational interest in an active-learning classroom'. Together they form a unique fingerprint.

Cite this