پرورش علاقه موقعیتی در بافت‌های آموزشی: مرور نظام‌مند راهبردها، پیشایندها و پیامدها

نوع مقاله : مقاله مروری

نویسندگان

1 کارشناس ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشگاه بیرجند

2 دانشیار، گروه روان‌شناسی، دانشگاه بیرجند

3 استادیار، گروه روان‌شناسی، دانشگاه بیرجند

چکیده

زمینه: علاقه موقعیتی، حالتی روان‌شناختی و گذراست که توسط محیط برانگیخته می‌شود و نقشی کلیدی در فعال‌سازی یادگیری، تقویت انگیزش و افزایش درگیری تحصیلی دانش‌آموزان دارد. این نوع علاقه با تحریک کنجکاوی، می‌تواند به درگیری شناختی، عاطفی و رفتاری عمیق‌تر با محتوای آموزشی منجر شود. از این‌رو، شناسایی منابع و شیوه‌های پرورش آن برای طراحی آموزش‌های مؤثر و جذاب، اهمیت ویژه‌ای دارد.
هدف: هدف این پژوهش، ارائۀ مروری نظام‌مند و جامع بر راهبردها، پیشایندهای آموزشی و محیطی مؤثر بر علاقۀ موقعیتی، فرآیند توسعۀ آن به علاقه پایدار و پیامدهای آن بر یادگیری در محیط‌های آموزشی گسترده، بر اساس پژوهش‌های جهانی است.
روش: پژوهش حاضر با رویکرد مرور نظام‌مند بر اساس مجموعه‌ای گسترده از مقاله‌های مرتبط و در دسترس دربارۀ علاقه موقعیتی انجام شد. داده‌ها از پایگاه‌های اطلاعاتی بین‌المللی (Google Scholar, Web of Science, ProQuest) و داخلی (Magiran, Sid) در بازۀ زمانی 1993-2025 گردآوری شدند. پس از مراحل شناسایی، غربالگری و ارزیابی مقاله‌ها بر مبنای معیارهای ورود و خروج، از میان 368 مقالۀ اولیه، در نهایت 88 پژوهش وارد تحلیل نهایی شد.
یافته‌ها: نتایج مرور نظامند نشان داد که پیشایندهای اصلی علاقه موقعیتی شامل راهبردهای آموزشی فعال و معنادار (نظیر مداخلات ارزش کاربردی، بحث و همکاری)، ویژگی‌های تکلیف (مانند تازگی و چالش بهینه)، حمایت عاطفی و آموزشی معلم، ایجاد جو مثبت در کلاس و استفاده هدفمند از فناوری‌های آموزشی (مانند واقعیت افزوده و مجازی) است. از سوی دیگر، پیامدهای کلیدی علاقه موقعیتی، شامل افزایش درگیری تحصیلی (عاطفی، شناختی و رفتاری)، پایداری و تنظیم تلاش در مواجهه با دشواری‌ها، به‌کارگیری راهبردهای یادگیری عمیق، تجربه عواطف مثبت و تسهیل فرآیند تغییر مفهومی است. این سازه، نقشی میانجی و کلیدی در فرآیند یادگیری ایفا می‌کند، هرچند رابطۀ آن با پیشرفت تحصیلی عمدتاً غیرمستقیم است.
نتیجه‌گیری: به مربیان و طراحان آموزشی پیشنهاد می‌شود برای بهبود یادگیری، علاقه موقعیتی را به‌طور هدفمند پرورش دهند. راهبردهای آموزشی فعال، معنادار و شخصی‌سازی‌شده، همراه با حمایت معلم و بهره‌گیری هوشمندانه از فناوری، می‌توانند به برانگیختن و حفظ علاقه کمک کنند و زمینه‌ساز درگیری تحصیلی، یادگیری عمیق و رشد علاقه پایدار شوند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Fostering Situational Interest in Educational Contexts: A Systematic Review of Strategies, Antecedents, and Outcomese

نویسندگان [English]

  • Seyed Sadegh Hosseini 1
  • Ahmad Khamesan 2
  • Hadi Samadieh 3
1 MA in Educational Psychology, Department of Psychology, University of Birjand, Birjand, Iran
2 Associate Professor, Department of Psychology, University of Birjand, Birjand, Iran
3 Assistant Professor, Department of Psychology, University of Birjand, Birjand, Iran
چکیده [English]

Background: Situational interest is a transient psychological state triggered by the environment, playing a key role in activating learning, enhancing motivation, and promoting students' academic engagement. By stimulating curiosity, it can lead to deeper cognitive, emotional, and behavioral engagement with learning content. Therefore, understanding its sources and the methods for fostering it is crucial for designing effective and engaging instruction.
Aim: This study aimed to provide a comprehensive systematic review of the strategies, instructional and environmental antecedents effective for situational interest, its development process into a sustained interest, and its outcomes on learning across a range of educational settings based on global research.
Method: This study employed a systematic review methodology on a wide array of relevant articles on situational interest, retrieved from international (Google Scholar, Web of Science, ProQuest) and national (Magiran, Sid) databases between 1993 and 2025. Following the stages of identification, screening, and eligibility assessment based on inclusion and exclusion criteria, from an initial pool of 368 studies, a final selection of 88 studies was included in this review.
Results: The systematic review of the research indicated that the primary antecedents of situational interest include active and meaningful instructional strategies (such as utility value interventions, discussion, and collaboration), task characteristics (e.g., novelty and optimal challenge), teacher's emotional and instructional support, a positive classroom climate, and the purposeful use of technology (such as augmented and virtual reality). Furthermore, the key outcomes of situational interest include increased academic engagement (emotional, cognitive, and behavioral), persistence and effort regulation when facing difficulties, the application of deep learning strategies, the experience of positive emotions, and the facilitation of the conceptual change process. This construct plays a key mediating role in the learning process, although its relationship with academic achievement is predominantly indirect.
Conclusions: Educators and instructional designers are advised to purposefully cultivate situational interest to enhance learning. Active, meaningful, and personalized instructional strategies, combined with teacher support and the intelligent integration of technology, can help trigger and maintain interest, paving the way for academic engagement, deep learning, and the development of sustained interest.

کلیدواژه‌ها [English]

  • interest
  • situational interest
  • interest development
  • academic motivation
  • educational contexts
  • systematic review

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پژوهش های کیفی در علوم رفتاری
دوره 4، شماره 1 - شماره پیاپی 7
تابستان 1404
شهریور 1404
صفحه 219-236

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  • تاریخ دریافت: 25 خرداد 1404
  • تاریخ بازنگری: 17 شهریور 1404
  • تاریخ پذیرش: 31 شهریور 1404

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