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Updated: Jan 15, 2026
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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
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Interest and effort in learning and performance
1University of Passau, Passau, Germany.
The British Journal of Educational Psychology
|October 6, 2025
Summary
Interest and effort are vital for academic achievement, complementing each other throughout the learning process. Fostering both is key for educators to enhance student learning outcomes.
Area of Science:
- Educational Psychology
- Learning Sciences
Background:
- Investigates the interplay between interest and effort, key motivational constructs in education.
- Builds on Dewey's theory that effort complements interest for academic achievement.
- Examines this relationship across learning phases using a process model.
Purpose of the Study:
- To empirically examine how interest and effort predict learning outcomes.
- To understand the dynamic relationship between motivation and learning success.
Main Methods:
- Two studies involving university students (N=152 and N=120).
- Utilized diverse learning tasks and a computer-supported environment.
- Assessed interest and effort at multiple stages: before, during, and after learning.
Main Results:
- Both interest and effort positively predict learning success.
- Interest and effort actively complement each other during the learning process.
- Findings support the interdependence of motivational factors in learning.
Conclusions:
- Interest drives initial engagement, while effort is crucial for sustained learning.
- Educators should cultivate both student interest and effort.
- Reinforces the importance of motivational synergy for enhanced academic outcomes.
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