{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/16784"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/16784","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Multimethod analysis of interest","abstract":"Interest has been studied to understand its role in learning and achievement and its role in matching people to vocations or areas of study. This research examined whether trait interests as studied within the learning perspective are equivalent to trait interests as studied within the vocational perspective. One hundred seventy-nine undergraduate students completed multiple measures of trait interest, completed brief readings, indicated their interest and engagement in the readings, answered questions about the readings, and were allowed to choose whether to continue reading or read an alternative article. Results showed that trait interest measures converged and diverged as expected across the two perspectives. Vocational trait interest predicted situational variables such as state interest, task engagement, and task persistence. These findings support the idea that the two distinct literatures on interest psychology are studying the same construct.","abstract_html":"Interest has been studied to understand its role in learning and achievement and its role in matching people to vocations or areas of study. This research examined whether trait interests as studied within the learning perspective are equivalent to trait interests as studied within the vocational perspective. One hundred seventy-nine undergraduate students completed multiple measures of trait interest, completed brief readings, indicated their interest and engagement in the readings, answered questions about the readings, and were allowed to choose whether to continue reading or read an alternative article. Results showed that trait interest measures converged and diverged as expected across the two perspectives. Vocational trait interest predicted situational variables such as state interest, task engagement, and task persistence. These findings support the idea that the two distinct literatures on interest psychology are studying the same construct.","abstract_has_math":false,"creators":["Henn, Jeremy B."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Rounds, James","Ryan, Allison M.","Perry, Michelle","Armstrong, Patrick I."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-20T17:57:46Z","date_published":"2010-08-20T17:57:46Z","updated_at":"2026-07-22T22:25:09Z","subjects":["Interests","occupational interests","motivation","engagement","learning"],"languages":["en"],"rights":["Copyright 2010 Jeremy Henn"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/16784","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rounds, James","Ryan, Allison M.","Perry, Michelle","Armstrong, Patrick I."]},{"key":"dc:creator","label":"Author","values":["Henn, Jeremy B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-08-20T17:57:46Z","2010-08"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Interests","occupational interests","motivation","engagement","learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2010 Jeremy Henn"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/16784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Interest has been studied to understand its role in learning and achievement and its role in matching people to vocations or areas of study. 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One hundred seventy-nine undergraduate students completed multiple measures of trait interest, completed brief readings, indicated their interest and engagement in the readings, answered questions about the readings, and were allowed to choose whether to continue reading or read an alternative article. Results showed that trait interest measures converged and diverged as expected across the two perspectives. Vocational trait interest predicted situational variables such as state interest, task engagement, and task persistence. These findings support the idea that the two distinct literatures on interest psychology are studying the same construct.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2010-07-08T13:34:12Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Henn_Jeremy.pdf: 502667 bytes, checksum: 4abcfcb383e9bed92e5948557a48d80f (MD5)","Made available in DSpace on 2010-08-20T17:57:46Z (GMT). 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