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

<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>

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

<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>

“Was that Interesting?” & “Does it Matter?”: The implications of On-Task learning experiences

Interest is a critical fuel for and outcome of learning. Building on and refocusing the Four- Phase Model of interest development, this study provides a window into the ecology of the learning experience and interest it generates. This research tests a task interest model for understanding learning experiences in three university courses (mathematics, biochemistry and introduction to physics for non-majors) and pilots a micro-analytic approach to capturing these experiences during lectures/tutorials. Students' interest in tasks, a single class and the domain of study were collected. Short surveys were conducted through an online platform during class, immediately following task experiences. Latent variance-based modelling suggested strong forward connections between interest in most tasks were observed. The connections between prior knowledge and interest with future interest in course tasks varied strongly and was dependent on the nature of the tasks. The nuance of these connections and their implications for theory and practice are discussed.

Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage.

How students experience educational environments and the interconnections between their readiness, task experiences and their long-term desire to reengage with course content are critical questions for educators. Research postgraduate students (n=310) at a research- intensive university in Hong Kong, engaging in a 24-hour introductory teaching course, participated in this study. Learner readiness for the course was assessed as prior Domain interest, self-efficacy, and knowledge. Subsequently, students completed four formative assessments, reported their on-task interest in seven strategically chosen tasks and end-of- course Course and Domain interest. Longitudinal-SEM tested interconnections between readiness components, Task, Course and Domain interest. Initial self-efficacy beliefs for teaching predicted early Task interest, while Domain interest was a predictor of Task interest in explicitly practical task experiences. Strong interconnections between Task interest across the study were evident. Individual written and social (discussion) tasks presented strong contributions to future Course/Domain interest. Implications for theory and practice are discussed.

One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It was found that state WTC varied systematically within the person across the semester, and this variability was systematically related to changes in the psychological properties of the learning situations (e.g. teacher and peer support, task-interest, and task-importance). It was also found that within-person variability in state WTC predicted language learning performance, e.g. students whose state WTC increased as a function of perceived task interest tended to achieve higher grades at the end of the semester. This study calls for more attention to be directed at within-person variability in state WTC, and provides novel insights into how relationships between state WTC and its situational antecedents may be investigated within individuals. This work is of interest to researchers and practitioners who aim to enhance L2 learners’ state WTC and language learning performance by systematically shaping their situated learning experience.

Task Switching in Rock Climbing: Validation of a Computational Model for Different Skill Levels

Thirty-two rock climbers, all self-identifying as capable of lead climbing (place protective gear in the rock, to mitigate the risks of falling), climbed an outdoor route while placing what they believed was the necessary amount of protection. Cameras recorded the percentage of time they spent climbing upward (productivity) relative to placing protection (safety). We then applied STOM (strategic task overload model) to predict percent time-on-task, using the differences in their ratings of task interest, task priority, and task difficulty as predictors. The model significantly predicted time on task for the participants categorized as experts, but not for those categorized as non-experts. Time on the climbing (versus protection) task for the expert group, but not the non-expert group, was also predicted by a derived measure inferred to assess risk tolerance in climbing.