Judgment of factors influencing interest: an Australian study

Athanasou, J; Cooksey, RW

Judgment of factors influencing interest: an Australian study

Athanasou, J

Cooksey, RW

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Publisher:: American Vocational Education Research Association
Publication Type:: Journal Article
Citation:: Journal of Vocational Education Research, 2001, 26 (1), pp. 77 - 96
Issue Date:: 2001-01

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Field	Value	Language
dc.contributor.author	Athanasou, J https://orcid.org/0000-0002-4743-4098	en_US
dc.contributor.author	Cooksey, RW	en_US
dc.date.issued	2001-01	en_US
dc.identifier.citation	Journal of Vocational Education Research, 2001, 26 (1), pp. 77 - 96	en_US
dc.identifier.issn	0739-3369	en_US
dc.identifier.uri	http://hdl.handle.net/10453/6367
dc.description.abstract	The purpose of this study was to investigate factors that influence interest in vocational education subjects. The 20 factors that were investigated related to the course, ability, difficulty, relevance or importance of a subject, the quality of teaching, student effort, career and vocational interests, as well as demographic factors. The source data used in the study comprised 120 previously obtained student scenarios. Participants (N=18) from technical and further education acted as judges. They read the information in each of the scenarios and were asked to judge how interested they would be in taking the vocational education subject described. The multiple correlation of the 20 items in each scenario with ranked interest was 0.84 yet the median correlation of judgments was only 0.305. Overall, career interests were rated more importantly than other factors. Results confirmed the idiosyncrasy of interest perceptions and it was concluded that individual differences have an impact on the ways in which people determine their interest for learning.	en_US
dc.publisher	American Vocational Education Research Association	en_US
dc.relation.ispartof	Journal of Vocational Education Research	en_US
dc.title	Judgment of factors influencing interest: an Australian study	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	26	en_US
utslib.for	130309 Learning Sciences	en_US
utslib.for	220202 History and Philosophy of Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.volume	26	en_US

Abstract:

The purpose of this study was to investigate factors that influence interest in vocational education subjects. The 20 factors that were investigated related to the course, ability, difficulty, relevance or importance of a subject, the quality of teaching, student effort, career and vocational interests, as well as demographic factors. The source data used in the study comprised 120 previously obtained student scenarios. Participants (N=18) from technical and further education acted as judges. They read the information in each of the scenarios and were asked to judge how interested they would be in taking the vocational education subject described. The multiple correlation of the 20 items in each scenario with ranked interest was 0.84 yet the median correlation of judgments was only 0.305. Overall, career interests were rated more importantly than other factors. Results confirmed the idiosyncrasy of interest perceptions and it was concluded that individual differences have an impact on the ways in which people determine their interest for learning.

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http://hdl.handle.net/10453/6367