Effects of Children's Playfulness on Creative Thinking Moderated by Conformity Disposition and Task Interest

2021 ◽  
Vol 21 (3) ◽  
pp. 1-19
Author(s):  
Yun-Kyoung Kim
Keyword(s):  
Creative Thinking ◽  
Task Interest ◽  
And Task

Goal Orientation, Task Interest, and Task Difficulty: An HLM Analysis

2004 ◽  
Author(s):  
Michael Horvath ◽  
Hailey L. Ahlfinger ◽  
Robert L. McKie
Keyword(s):  
Goal Orientation ◽  
Task Difficulty ◽  
Orientation Task ◽  
Task Interest ◽  
And Task

Job stress and task interest: Two factors in work life quality

1986 ◽  
Vol 14 (4) ◽  
pp. 377-393 ◽  
Author(s):  
Alex J. Zautra ◽  
Cristóbal Eblen ◽  
Kim D. Reynolds
Keyword(s):  
Job Stress ◽  
Life Quality ◽  
Work Life ◽  
Task Interest ◽  
Two Factors ◽  
And Task

The effects of mathematics task performance on math self-efficacy and task interest

1986 ◽  
Vol 28 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Nancy K Campbell ◽  
Gail Hackett
Keyword(s):  
Task Performance ◽  
Self Efficacy ◽  
Task Interest ◽  
And Task

scholarly journals Do task instructions influence readers' topic beliefs, topic belief justifications, and task interest? A mixed methods study

2021 ◽  
Author(s):  
◽  
Phillip Charles Sparks
Keyword(s):  
High School Students ◽  
Mixed Methods ◽  
General Purpose ◽  
Mixed Methods Study ◽  
Task Instruction ◽  
Data Sets ◽  
School Students ◽  
Task Instructions ◽  
Task Interest ◽  
And Task

<p>The purpose of this mixed methods study was to investigate whether task instructions influence readers’ topic beliefs, topic belief justifications, and task interest. Year 10 high school students completed a topic beliefs scale about a controversial topic (i.e., whether a prominent transportation tunnel should be widened) and provided a written justification of their beliefs. Then they were randomly assigned to one of four pre-reading task instruction conditions before reading a text that presented arguments that supported and opposed the widening of the tunnel. The first condition received rationale instructions, which provided an explanation as to why putting forth effort during the reading activity was useful and worthwhile. The second condition received evidence instructions, which directed readers to focus on the evidence supporting each argument in the text. The third condition received both evidence and rationale instructions. The fourth condition, the control condition, was asked to read for a general purpose. After reading, participants again completed the topic beliefs scale and topic belief justification. Experimental results showed that task instructions affected topic beliefs and topic belief justifications, but did not affect task interest. More specifically, participants who received evidence instructions moderated their beliefs after reading, and participants in the evidence condition and rationale condition included more opposing arguments in their topic belief justifications after reading. The interview data indicated that task instructions influenced readers’ goals and the strategies they used to meet those goals. The data sets were complementary: the quantitative data indicated differences in topic beliefs and topic belief justifications and the qualitative data allowed us to interpret why these differences occurred. Some students displayed belief-reflection, whereas others displayed belief-protection. Results are discussed and implications are provided.</p>

scholarly journals Performance as a function of payment, commitment, and task interest

1969 ◽  
Vol 15 (6) ◽  
pp. 323-324 ◽  
Author(s):  
Richard Heslin ◽  
Brian Blake
Keyword(s):  
Task Interest ◽  
And Task

scholarly journals Groeien of handhaven? De effecten van taakgerichte streef- en vermijddoelen op prestatie en taakinteresse in de context van een assessment center

2004 ◽  
Vol 17 (4) ◽  
Author(s):  
Jacob Nouta ◽  
Nico W. Van Yperen ◽  
Alec W. Serlie
Keyword(s):  
Research Setting ◽  
Actual Performance ◽  
Work Related ◽  
Individual Assessment ◽  
Task Interest ◽  
Assessment Centre ◽  
Negative Effect ◽  
Avoidance Goals ◽  
Positive Effect ◽  
And Task

Grow or maintain? The effects of task referenced target or avoidance goals on performance and task interest in the context of an assessment centre Grow or maintain? The effects of task referenced target or avoidance goals on performance and task interest in the context of an assessment centre Jacob Nauta, Nico. W. Van Yperen & Alec W. Serlie, Gedrag & Organisatie, Volume 17, August 2004, nr. 4, pp. 227-241. The effects of task referenced target goals or avoidance goals on performance and task interest were studied in the context of an assessment centre (AC). The sample (N = 171) consists of candidates for an individual assessment programme. Results confirm the anticipated positive effect of target goals on task interest that was entirely mediated by concerted intention. In addition, the anticipated negative effect of avoidance goals on task interest and perceived competence, mediated by cognitive fear of testing, were confirmed. Contrary to expectation no relationships were found between performance goals and actual performance (as assessed by a professional assessor). The results contribute to new knowledge in respect to recently introduced task referenced avoidance goals, replicate previously found effects of target goals in a new work related research setting and underline the imporance of the distinction between task referenced target and avoidance goals.

Sign in / Sign up

Export Citation Format

Share Document