The Effects of Teachers’ Situational Interest Promotion Strategies on Student Engagement and Achievement in Elementary Classrooms

• 발행기관: 한국교원대학교 뇌·AI기반교육연구소
• 저자명: Hyunwook Kim
• 간행물 정보: 『Brain, Digital, & Learning』제15권 제2호, 235~246쪽, 전체 12쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

As elementary education increasingly emphasizes student-centered and motivationally richlearning environments, the role of situational interest has gained attention as a key factor inenhancing both engagement and achievement. Despite its theoretical relevance, empiricalresearch on how different types of interest-promoting strategies influence learning outcomesremains limited in classroom contexts. This study aims to address this gap by examining theeffects of teachers’ situational interest promotion activities on elementary school students’classroom engagement and academic achievement. Utilizing a quasi-experimental design,the study involved three sixth-grade classes in South Korea, each assigned to a differentinstructional strategy: Triggered Situational Interest (TSI), Maintained Situational Interest(MSI), and a combined TSI→MSI approach. Over four lessons on the topic of World Energyand Trade, differentiated instructional methods were applied. Data from engagement scalesand academic achievement tests revealed that all groups improved significantly. However,the integrated TSI→MSI strategy yielded the greatest gains in both classroom engagementand achievement. These findings underscore the importance of combining initial attentioncapturingmethods with sustained motivational supports to optimize learning outcomes.

목차

Introduction

Theoretical Background

Method

Results

Discussion

Conclusions and Implications

References

키워드

Situational Interest triggered interest maintained interest student engagement academic achievement elementary education