نوع مقاله : مقاله مروری
نویسندگان
گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [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.
Objective: 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.
Findings: 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.
Conclusion: 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]
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