On the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning outcomes

Bibliographic Data

ID4097403
AuthorsYi Maggie Guo (University of Michigan–Dearborn), Yi Guo (0000-0001-8622-2314, University of Michigan–Dearborn, corresponding author), Barbara D Klein (University of Michigan–Dearborn), Barbara Klein (0000-0002-7280-0125, University of Michigan–Dearborn), Young K Ro (0000-0002-2039-9229, University of Michigan–Dearborn)
Year2020
Volume45
Issue7
Pages1413-1430
Publication date2020-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2019.1593348
OpenAlexW2925015959
LanguageEN
Citations received10
References cited81

This paper examines the relationships between student interest, self-efficacy, and perceptions of the instructor on a set of learning outcomes that include, but are broader than, traditional measures of student learning. Consistent with the focus of positive psychology, the study focuses not only on knowledge gains but also on the flow experience and student satisfaction as important outcomes. Results show learning outcomes are affected by student interest, self-efficacy, and perceptions of the instructor

Higher education · Mathematics education · Medical education · Pedagogy · Perception · Self-efficacy · Student engagement · Applied Psychology · Communication in Education and Healthcare · Computer Science · Flow Experience in Various Fields · Innovative Teaching and Learning Methods · Psychology · Social Psychology

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