Wu Chung Chin
Department of Early Childhood Education, National Pingtung University, Pingtung, Taiwan.
Front Psychol. 2022 May 19;13:890328. doi: 10.3389/fpsyg.2022.890328. eCollection 2022.
Studies have investigated learning interest based on either 2- or 4-factor theoretical framework. Empirical studies showed supportive evidence only toward the 2-factor learning interest model, but it was primarily demonstrated above the secondary level. It is unclear whether the dimensionality of the learning interest of kindergarteners is consistent with those studies conducted above the secondary level due to the absence of an instrument for measuring kindergarteners' learning interests. An effective and efficient learning interest scale was developed and validated for teachers' use to rate kindergarteners to provide useful information for improving teaching and learning in practice. A total of 132 5-year-old kindergarteners were rated by 5 teachers in the formal study. The results clearly showed: (1) the developed teacher rating scale of learning interest was valid for understanding kindergarteners' learning interests and was equally suitable for boys and girls. (2) The 2-factor learning interest model was the best theoretical viewpoint for understanding kindergarteners' learning interests across gender. The implications for learning interest research and practice are also discussed.
已有研究基于二因素或四因素理论框架对学习兴趣展开调查。实证研究仅为二因素学习兴趣模型提供了支持性证据，但这主要是在中学及以上水平得到证明。由于缺乏测量幼儿园儿童学习兴趣的工具，尚不清楚幼儿园儿童学习兴趣的维度是否与中学及以上水平开展的研究一致。本研究开发并验证了一种有效且高效的学习兴趣量表，供教师用来对幼儿园儿童进行评分，从而为在实践中改进教学提供有用信息。在正式研究中，5名教师对总共132名5岁的幼儿园儿童进行了评分。结果清楚地表明：（1）所开发的教师学习兴趣评定量表对于了解幼儿园儿童的学习兴趣是有效的，并且同样适用于男孩和女孩。（2）二因素学习兴趣模型是理解不同性别的幼儿园儿童学习兴趣的最佳理论观点。文中还讨论了对学习兴趣研究和实践的启示。
