Search results for: Situational interest

This study explored the extent to which interpersonal and cognitive teacher characteristics increased the level of students’ situational interest. Three distinct teacher characteristics have been identified that seem to influence the effectiveness of student learning and achievement: (1) social congruence, (2) subject-matter expertise, and (3) cognitive congruence. Results reveal that being cognitively congruent was a significant factor in predicting students’ level of situational interest in the classroom.