英文摘要 |
This study explored how proactivity triggers and maintains the interest and perceived learning values of students. It surveyed students who participated in a science and technology hands-on making contest. This contest required students to make three miniatures and use them to compete in relay races and tug-of-war competitions. Data from 197 participants were collected analyzed using confirmatory factor analysis with structural equation modeling. Participants consisted of 135 (68.5%) male students and 62 (31.5%) female students. 91 participants were in the fifth grade (46.2%) and 106 were in the sixth grade (53.8%). Results identified positive correlations between proactivity, triggered interest, maintained interest, and perceived learning value. The coefficients were .64, .28, .59, .36, and .47, respectively, and the effect sizes were strong. These results indicated that although failure in miniature design is unavoidable, promoting students’ proactivity can reduce failure, facilitate situational interest, and ultimately enhance perceived learning values. |