Abstracts - Earli

J 1030 August 2007 17:00 - 18:20Room: KonferenciaPaper SessionMotivationChair:Krisztián Józsa, University of Szeged, HungaryAn aptitude-treatment-interaction-approach on motivation and student’s self-regulatedhypermedia-based learningHermann Astleitner, University of Salzburg, AustriaWithin this study, the effects of implementing motivational design of instruction withinhypermedia were tested. Motivational design of instruction was based on the ARCS-model andresulted in strategies for increasing attention and relevance in respect to learning content. Inaddition, an aptitude-treatment-interaction (ATI)-approach was developed which relatedmotivational design of instruction to mental resources management, motivational processing, premotivation,motivation to learn, and knowledge acquisition. There were four types of hypermediateaching software (no ARCS, with attention-, with relevance-, and with both attention- andrelevance-strategies) which were presented to elementary school students (n = 68). As dependentvariables, the motivation to learn and knowledge acquisition after learning were measured. Premotivation(outcome-valence), pre-knowledge, and cognitive load represented covariables. Resultsindicated that a combination of both ARCS-strategies improved motivation to learn, especially forthose students with low levels of pre-motivation. Pre-knowledge increased and cognitive loaddecreased knowledge acquisition. Finally, open research questions and methodological aspects areoutlined. Also, suggestions for the design of instructional hypermedia are given.The relationship between students’ interest development and their conceptions and perceptions ofgroup workAlexander Minnaert, University of Groningen, NetherlandsMonique Boekaerts, Leiden University, NetherlandsIn an attempt to measure interest development in the context of higher education, wesystematically examined how students’ conceptions and perceptions of the quality of learningexperiences in innovative contexts affect their developing interest (Hidi & Renninger, 2006). Byidentifying and measuring the conceptions that student hold about the quality of social learningcontext and their perception of the actual learning conditions during group work, we tried to gaininsight into the relative contribution of these two aspects of cognition to students’ interestdevelopment. Participants were 102 first semester sophomores at a Dutch university. Thesestudents enrolled in a compulsory, introductory course in educational sciences that featured fivelesson series and was structured according to a set of principles based on social constructivism.Structural Equation Modelling and multivariate analysis of repeated measures were used toanalyse the longitudinal and reciprocal relationships between students’ conceptions andperceptions and their developing interest. In line with Self-Determination Theory (Deci & Ryan,1985), we predicted and found that opportunities to experiences competence, autonomy, and socialrelatedness, each representing a basic psychological need, facilitate situational interest. Students’conceptions about the quality of working in groups changed as a function of their situationalinterest, but different patterns were noted for learning and social interaction conceptions. The– 551 –