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1、EducationalPsychologyReview,Vol.13,No.3,2001IncreasingSituationalInterestintheClassroomGregorySchraw,1,2TerriFlowerday,1andStephenLehman1Thispaperexploresthreewaystoincreasesituationalinterestintheclassroom.Situationalinterestisdefinedastemporaryinterestthata
2、risesspontaneouslyduetoenvironmentalfactorssuchastaskinstructionsoranengagingtext.Wereviewthehistoryofinterestresearchandsummarizerecentempiricalwork.Wedescribethreewaystoincreaseinterestbasedonofferingmeaningfulchoicestostudents,selectingwell-organizedtextst
3、hatpromoteinterest,andprovidingthebackgroundknowledgeneededtofullyunderstandatopic.Weconcludewithsixspecificsuggestionsforincreasingsituationalinterestintheclassroom.KEYWORDS:situationalinterest;choice;textorganization;backgroundknowledge.Interestincreaseslea
4、rning.Webelievethatpromotinginterestintheclassroomincreasesstudents’intrinsicmotivationtolearnandthenumberoflearningstrategiestheyusetodoso(Pressleyetal.,1992;Sweetetal.,1997).Thispaperexaminesanumberofwaystoincreaseinterestintheclassroom.Eachofthesestrategie
5、scanbeimplementedbyteachersateverygradelevel.Researchershaveidentifiedtwotypesofinterest.Situationalinterestisspontaneous,transitory,andenvironmentallyactivated(Krappetal.,1992),whereaspersonalinterestislessspontaneous,ofenduringpersonalvalue,andactivatedinte
6、rnally(Schiefele,1999).Situationalinterestoftenprecedesandfacilitatesthedevelopmentofpersonalinterst(Krappetal.,1992).Sit-uationalinterestappearstobeespeciallyimportantincatchingstudents’attention,whereaspersonalinterestmaybemoreimportantinholdingit1Departmen
7、tofEducationalPsychology,UniversityofNebraska–Lincoln,Lincoln,Nebraska.2CorrespondenceshouldbeaddressedtoGregorySchraw,DepartmentofEducationalPsy-chology,309BancroftHall,UniversityofNebraska–Lincoln,Lincoln,Nebraska68588–0345.2111040-726X/01/0900-0211$19.50/0
8、°C2001PlenumPublishingCorporation212Schraw,Flowerday,andLehman(HidiandBaird,1986;Mitchell,1993).Henceforth,wefocusexclusivelyonsituationalinterestbecauseitischangeableandpartiallyunderthe
