Journal articles: 'Cognitive interests'

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Diedrich, Jennifer, Aljoscha C. Neubauer, and Anna Ortner. "The Prediction of Professional Success in Apprenticeship: The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 82–110. http://dx.doi.org/10.13152/ijrvet.5.2.1.

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Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.

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Durante, Daniela Giareta, and Antonio Carlos Coelho. "Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations." Administração: Ensino e Pesquisa 21, no. 3 (September 1, 2020): 255–81. http://dx.doi.org/10.13058/raep.2020.v21n3.1767.

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Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.

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Jacobsen, John Kurt. "Much Ado About Ideas: The Cognitive Factor in Economic Policy." World Politics 47, no. 2 (January 1995): 283–310. http://dx.doi.org/10.1017/s0043887100016117.

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This article examines recent works that investigate how ideas acquire influence over economic policy choice. The revival of interest in the “material power of ideas” stems from discontent with the inability of rational interest-based models to explain particular policy outcomes, except by resorting to auxiliary assumptions. The works under review primarily apply “ideas approaches” as supplementary analytical devices to clarify the dynamics of policy choices. These studies succeed in illuminating the interpenetration of interests and ideas in order to plumb the problematic variability of interest formation and the degree of public influence over economic policy parameters. The bolder thesis that ideas have a force of their own (independent of all interests) is, however, misconceived and unproved.

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Li, Xia, Yuan Fang, Qi Qiu, and Shixing Qian. "The Relation Between Cognition and Interests in Arts Among Chinese Older Adults." Innovation in Aging 4, Supplement_1 (December 1, 2020): 567. http://dx.doi.org/10.1093/geroni/igaa057.1873.

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Abstract This study aims to examine the association between arts related interests and cognition among older Chinese. Data were drawn from 3,243 participants (Mage=71.1, SD=7.8) in the China Longitudinal Aging Study collected in 2011. About 54.4% were female, the average education was eighth grade, 560 interested in music, 86 interested in drawing, and 69 interested in both. Those interested in music or drawing were more likely to enjoy tea and exercise like Taichi, and less likely to smoke or drink (p < 0.01). Those interested in both reported best cognitive function, and those interested in music or drawing had better cognitive function than those without these interests (p< 0.01). However, the difference in cognition between those interested in music and those without diminished after education was controlled. The effect of arts hobbies in cognition among older Chinese remains to be further examined within the context of education and associated lifestyle factors.

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Jee, Benjamin D., and Florencia K. Anggoro. "Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics." Journal of Cognitive Education and Psychology 11, no. 2 (2012): 196–208. http://dx.doi.org/10.1891/1945-8959.11.2.196.

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Increasing people’s interest and involvement in science is a growing concern in education. Although many researchers and educators seek innovations for classroom instruction, much could be gained by harnessing the activities that people perform at their leisure. Although new media are constantly emerging, comic book reading remains a popular activity for children and adults. Recently, there has been an explosive increase in the creation of educational comic books, including many about science. This rapid increase in science comics far outstrips our understanding of how comics impact people’s beliefs and interests in science. In this theoretical article, we draw on research from cognitive science and education to discuss heretofore unexplored cognitive impacts of science comics. We propose several ways in which learning could be enhanced or impaired through reading science comics and discuss several broader issues related to the use of comic books in education, including individual differences and informal learning.

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Rini, Thalia Ayu. "The Dynamics of Special Interests Development in Autistic Student." JPK (Jurnal Pendidikan Khusus) 15, no. 2 (November 10, 2019): 74–78. http://dx.doi.org/10.21831/jpk.v15i2.26907.

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The purpose of this case study was to describe the dynamics of special interests development in an autistic student at Dian Amanah Special School Yogyakarta. This study collected data about: 1) form of special interests; 2) model of interest’s development; 3) and consequence of special interests. Data were collected by observation, interview, and documentation technique. Data were analyzed data reduction, data display, and drawing conclusion/verification. The results showed 1) subject has 2 form of special interests on music and people; 2) special interests on music triggered by family and persisted by maintenance factor such as environmental opportunity, perception of ability, cognitive reward, and emotional reward while special interests on people triggered by other interests and persisted by maintenance factor such as environmental opportunity, cognitive reward, and emotional reward; 3) special interests on music viewed positively because there was perception of ability while SI on people viewed negatively due to behavioral problem.

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Ivashkevych, Eduard, and Liana Onufriieva. "Social Intelligence of a Teacher as a Factor of the Stimulation of Cognitive Interests of Students." Collection of Research Papers "Problems of Modern Psychology", no. 54 (December 3, 2021): 34–56. http://dx.doi.org/10.32626/2227-6246.2021-54.34-56.

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Zola, Nilma, A. Muri Yusuf, and Firman Firman. "Konsep social cognitive career theory." JRTI (Jurnal Riset Tindakan Indonesia) 7, no. 1 (January 20, 2022): 24. http://dx.doi.org/10.29210/30031454000.

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<em>Social Cognitive Career Theory</em> (SCCT) is a career development model that describes how individual inputs, contextual affordances, and sociocognitive variables influence the establishment of occupational interests, career objectives, and behaviors. SCCT emphasizes the relevance of learning experiences, self-efficacy, and outcome expectations in the career development process, and is based on Bandura's social cognitive theory. SCCT is also interested in the relationships between sociocognitive characteristics, professional interests, and other career outcomes, as well as race/ethnicity, gender, and predispositions. Existing research generally supports specific SCCT approaches; nevertheless, a study of the literature found significant SCCT research limitations. The goal is for counselors to have a better grasp of the complicated mechanisms through which people establish career interests.

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Quimby, Julie L., Jane L. Wolfson, and Nazar D. Seyala. "Social Cognitive Predictors of African American Adolescents' Career Interests." Journal of Career Development 33, no. 4 (June 2007): 376–94. http://dx.doi.org/10.1177/0894845307300414.

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Kilby, Richard W. "Interests: Psychology's Blind Spot?" Perceptual and Motor Skills 79, no. 3 (December 1994): 1139–49. http://dx.doi.org/10.2466/pms.1994.79.3.1139.

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It is suggested that interests have been taken for granted by psychologists and deserve recognirion because they are important in our lives. Different types of interests have different natures and origins and this brief report is limited to intellectual interests. They are described as combining two uniquely human activities—an ever-reaching-out intellect and an emotional coloring which is giving them significance. A consequence is that new interest, with its motivation, is being produced spontaneously and regularly. A number of specific interest-influencing determinants are mentioned and exemplified with brief reports on the interests of some biological and anthropological scientists.

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Akimbekova, Anna Alexandrovna, and Fania Murzabaevna Arystanbay. "DEVELOPMENT OF COGNITIVE INTERESTS OF YOUNGER SCHOOL CHILDREN IN OUT-OF-LESSON ACTIVITIES WHEN CONDUCTING EXCURSION CLASSES." Chronos 6, no. 3(53) (March 13, 2021): 25–27. http://dx.doi.org/10.52013/2658-7556-53-3-4.

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This article is devoted to the problems of the development of the cognitive interests of younger schoolchildren in extracurricular activities during excursion classes. A brief description of the available research on this issue is given, as well as some developments by different authors. So, the distinctive features of cognitive interest, aspects of conducting excursion classes, as well as stages of conducting an excursion in order to develop the cognitive interest of younger students are presented.

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Cēdere, Dagnija, Inese Jurgena, Ineta Helmane, Inta Tiltiņa-Kapele, and Gunita Praulīte. "COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA." Journal of Baltic Science Education 14, no. 4 (August 25, 2015): 424–34. http://dx.doi.org/10.33225/jbse/15.14.424.

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Cognitive interest is a vital learning motive for the successful learning process. Nowadays students’ interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents’ cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners’ cognitive interest are provided in the conclusion. Key words: cognitive interest, learning process, science and mathematics.

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Киселёва, Татьяна Ивановна. "Extracurricular activities as a means of developing the cognitive interests of younger schoolchildren." Management of Education, no. 5(45) (October 15, 2021): 33–51. http://dx.doi.org/10.25726/q7457-4096-7422-y.

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В статье рассматривается внеурочная деятельность как средство развития познавательных интересов младших школьников. Автор сравнивает такие понятия как «внеурочная» деятельность, «внеучебная» деятельность и «внеклассная» работа. В соответствии с требованиями Федерального государственного образовательного стандарта начального общего образования (Приказ Министерства просвещения РФ от 31 мая 2021 г. № 286 “Об утверждении федерального государственного образовательного стандарта начального общего образования”) (далее ФГОС НОО - 21), образовательная организация должна создать условия для максимально полного обеспечения образовательных потребностей и интересов обучающихся. При этом наличие у обучающихся познавательного интереса считается важным критерием эффективности достижения результатов освоения учебных предметов, курсов и внеурочной деятельности. Внеурочная деятельность в составе основной образовательной программы начального общего образования является важным средством по развитию познавательного интереса школьников. Под познавательным интересом младших школьников в нашем исследовании понимаем направленность личности на процесс познания, которая характеризуется положительным эмоционально-ценностным отношением к процессу или предмету познания, проявляется в интеллектуально-творческой деятельности, благотворно влияет на развитие одарённости, на воспитание инициативности и самостоятельности, но в силу особенностей возраста отличается неустойчивостью и динамичностью. Особая роль в развитии познавательных интересов младших школьников отводится внеурочной деятельности. При этом значения «внеклассная», «внеурочная» и «внеучебная» деятельность в последнее время часто отождествляют. Постараемся разобраться в отличиях данных понятий и уточним определение «внеурочная деятельность». The article examines the possibilities, methods and conditions of organizing extracurricular activities as a means of developing the cognitive interests of younger schoolchildren. The author considers the difference between such concepts as "extracurricular", "extracurricular" activity, "extracurricular" work. In accordance with the requirements of the Federal State Educational Standard of Primary General Education (Order of the Ministry of Education of the Russian Federation dated May 31, 2021 No. 286 "On Approval of the Federal State Educational Standard of primary general Education") (hereinafter referred to as the Federal State Educational Standard NOO - 21), an educational organization must create conditions for the fullest possible provision of educational needs and interests of students. At the same time, the presence of cognitive interest in students is considered an important criterion for the effectiveness of achieving the results of mastering academic subjects, courses and extracurricular activities. Extracurricular activities as part of the basic educational program of primary general education are an important means of developing the cognitive interest of schoolchildren. Under the cognitive interest of younger schoolchildren in our study, we understand the orientation of the personality to the process of cognition, which is characterized by a positive emotional and value attitude to the process or subject of cognition, manifests itself in intellectual and creative activity, has a beneficial effect on the development of giftedness, on the education of initiative and independence, but due to the peculiarities of age, it is unstable and dynamic. Extracurricular activities play a special role in the development of cognitive interests of younger schoolchildren. At the same time, the meanings of "extracurricular", "extracurricular" and "extracurricular" activities have often been identified recently. We will try to understand the differences between these concepts and clarify the definition of "extracurricular activities".

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Бельгибаева, G. Belgibaeva, Кенесбекова, and S. Kenesbekova. "Cognitive Interest As an Actual problem of Upbringing of Pupils." Socio-Humanitarian Research and Technology 5, no. 2 (June 10, 2016): 56–59. http://dx.doi.org/10.12737/19848.

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The article is devoted to problems of development of cognitive interest of pupils. The authors examined the concept of "cognitive interest", "interest" from the point of view of various scientists. They had proposed definition of "interest" based on the analysis of existing definitions. Pupils ´ interest in teaching is a determining factor in the process of mastering their knowledge. The interest in the acquisition of knowledge of students is formed only by relevant organization teacher training activities. It should be directed to the development of pupils cognitive interests.

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Villalobos-Buehner, Maria. "A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests." Theory and Practice of Second Language Acquisition 7, no. 1 (January 29, 2021): 11–31. http://dx.doi.org/10.31261/tapsla.8229.

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Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methodscourse, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technicaland some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.

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Graboviy, A. K. "Home chemical experiment as a means of developing students' cognitive interests." Science and Education a New Dimension VII(207), no. 84 (November 20, 2019): 7–10. http://dx.doi.org/10.31174/send-pp2019-207vii84-01.

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Mailybaeva, G. "Formation of cognitive interests of elementary schoolchildren in natural science education." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 122, no. 1 (2018): 191–95. http://dx.doi.org/10.32523/2616-6895-2018-122-1-191-195.

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Mahazir, Irwan. "Colour Interests on the Cognitive Course Aspects and Protected Children Emotion." International Journal of Advanced Trends in Computer Science and Engineering 8, no. 1.3 (July 15, 2019): 171–75. http://dx.doi.org/10.30534/ijatcse/2019/3481.32019.

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Semiletova, A. N. "Cognitive and professional interests of students to activities of the agronomist." Alma mater. Vestnik Vysshey Shkoly, no. 5 (May 2019): 40–43. http://dx.doi.org/10.20339/am.05-19.040.

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Rohaeti, E. E., B. G. Ramadan, and N. Fitriani. "Cognitive Stage Relation with Creative Thinking Ability and Mathematical Learning Interests." Journal of Physics: Conference Series 1315 (October 2019): 012079. http://dx.doi.org/10.1088/1742-6596/1315/1/012079.

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Chen, Xiang. "The Role of Interests in Scientific Change: Lessons From Cognitive Psychology." Journal of Psychology of Science and Technology 2, no. 1 (April 1, 2009): 13–28. http://dx.doi.org/10.1891/1939-7054.2.1.13.

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Tirre, William C., and Sharvari Dixit. "Reading interests: Their dimensionality and correlation with personality and cognitive factors." Personality and Individual Differences 18, no. 6 (June 1995): 731–38. http://dx.doi.org/10.1016/0191-8869(94)00211-a.

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Romanets, O. A., and V. S. Savchuk. "FORMATION OF COGNITIVE INTERESTS OF PUPILS AT THE CLASSES OUTSIDE LESSONS." Innovate Pedagogy, no. 40 (2021): 76–80. http://dx.doi.org/10.32843/2663-6085/2021/40.16.

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Ludwikowski, Wyndolyn M. A., Patrick I. Armstrong, and Daniel G. Lannin. "Explaining Gender Differences in Interests." Journal of Career Assessment 26, no. 2 (February 8, 2017): 240–57. http://dx.doi.org/10.1177/1069072717692743.

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This study integrated Holland’s themes within a modified social cognitive career theory (SCCT) model, exploring whether gender-related personality variables account for the relations between gender and vocational interests. Undergraduates ( N = 452) completed expressiveness, instrumentality, and realistic, investigative, artistic, social, enterprising, and conventional (RIASEC)-based measures of learning experiences, self-efficacy, and interests. Through structural equation modeling, the paths via expressiveness and instrumentality fully explained gender’s effect on artistic and conventional interests, respectively. The paths through instrumentality partially explained gender’s effect on investigative and enterprising interests, while gender’s effect on social interest was partially explained through expressiveness and instrumentality when considering the path without self-efficacy. The paths through expressiveness and instrumentality partially explained gender’s effect on realistic interests. Adding direct paths from learning experiences to interests improved model fit for realistic, artistic, and social models. These results demonstrate the utility of concurrently assessing the RIASEC and SCCT frameworks to delineate factors that influence gender differences in vocational interests.

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Згурская and Tatyana Zgurskaya. "Cognitive Need Content of Younger Schoolchildren." Primary Education 4, no. 2 (April 17, 2016): 21–26. http://dx.doi.org/10.12737/16340.

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The article presents an analysis of the criteria and levels of formation of cognitive needs of younger schoolchildren. The components of cognitive needs are considered, which include: the perfect representation of younger schoolchildren on the image of the pupil; cognitive value; cognitive installation; cognitive interests. The ideal representation of younger schoolchildren on the image of the student is considered as incentives and controls of their cognitive activity. Educational values as awareness of the value of knowledge, manifested in the understanding by the younger children the importance of teaching for themselves and for the society. Cognitive attitude is defined as the willingness of younger schoolchildren to educational activity, due to the behavior and the manifestation of their personal qualities (responsibility, hard work, discipline, cognitive activity, persistence). Cognitive interest is understood as the existence of a positive relation of younger schoolchildren to the doctrine. The author characterizes the levels of formation of cognitive needs of younger schoolchildren.

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Казанцева, Анжела, Anzhela Kazanceva, К. Гвоздева, and K. Gvozdeva. "Experimental Study of Problems of Formation of Informative Interest of Senior Preschool Children by Means of Foreign Language." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 2 (June 6, 2019): 20–26. http://dx.doi.org/10.12737/article_5cf509c95214d2.84110381.

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The system of interests of preschool children is the most important characteristic of the individual, showing the degree of its formation. In this regard, the study of cognitive interest and features of its manifestation is an integral direction of scientific and pedagogical research, designed to optimize the process of education and upbringing of preschool children. The inclusion of preschoolers in the world of foreign language culture helps to increase the level of formation of cognitive interest and the development of creative abilities of the child.

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Zuhra, Laina, Melva Silitonga, and Mufti Subdibyo. "Relationship Interests, Motivation and Attention Parents of Biology Student Learning Outcomes Race: Passage of Interest in SMA Negeri Percut Sei Tuan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (December 30, 2020): 2300–2310. http://dx.doi.org/10.33258/birle.v3i4.1513.

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This study aims to determine: (1) Biology learning outcomes of students; (2) Student interest in learning; (3) student motivation; (4) Parents' attention; (5) The relationship between interest, motivation and parental attention to student biology learning outcomes in the cross-interest group of class X students. This research was conducted at SMA Negeri 2 Percut Sei Tuan in 2019. The research method is a descriptive correlational research method with a research sample of 100 students. determined by cluster random sampling (random sample class). The research instrument consisted of a cognitive learning outcome test, a student interest questionnaire, a student learning motivation questionnaire, and a student parent attention questionnaire that had been tested for validity, reliability, discrepancy and level of difficulty. Data were analyzed using correlation analysis techniques using SPSS 21.0 for windows. The results showed: (1) Cognitive learning outcomes of 74.08 which fall into the moderate category; (2) The level of student interest was 64.67 which was in the medium category; (3) The level of student motivation is 68.46 which belongs to the medium category; (4) The level of attention of the students' parents is 66.74 which is in the moderate category; (5) The significant relationship between student interest in learning, student motivation, and parents' attention to student cognitive learning outcomes with Sig 0.00 <0.05.

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Киселева, Т. И. "Organization of extracurricular activities aimed at developing the cognitive interests of younger students." Management of Education, no. 1(41) (May 23, 2021): 251–69. http://dx.doi.org/10.25726/d1010-1614-4489-n.

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Младшие школьники зачастую формируют свои познавательные интересы на основе внешнего воздействия. При этом направленность познавательных интересов определяется уже не столько педагогическим уклоном, как возможностью оказания помощи в выборе дальнейшей структуры обеспечения имплементации в структуре школьного обучения. Авторы отмечают, что способствовать возможности активизации познавательной способности возможно на основе внеурочной деятельности. В статье рассматривается опытно-экспериментальная работа по организации внеурочной деятельности, направленной на развитие познавательных интересов младших школьников. Определяется, что наблюдается более высокий уровень развития познавательного интереса у обучающихся экспериментальной группы. Авторами выделено, что различия между экспериментальной и контрольной группами значимы более чем на 0,05. Авторы сравнивают результаты, которые были получены до и после проведения эксперимента. Выявлено, что на начальном этапе эксперимента в контрольной и экспериментальной группах были примерно равные показатели. Авторы приходят к выводу о том, что разработанная модель развития познавательного интереса младших школьников во внеурочной деятельности является теоретически обоснованной и подтвержденной практически. Авторы показывают, что внеурочная деятельность может быть дополнительно рассмотрена как основа для интеграции концепции устойчивого образования. Younger students often form their cognitive interests based on external influences. At the same time, the orientation of cognitive interests is no longer determined so much by the pedagogical bias as by the possibility of assisting in choosing a further structure for ensuring implementation in the structure of school education. The authors note that it is possible to promote the possibility of activating cognitive ability on the basis of extracurricular activities. The article deals with experimental work on the organization of extracurricular activities aimed at the development of cognitive interests of primary school students. It is determined that there is a higher level of development of cognitive interest in the students of the experimental group. The authors found that the differences between the experimental and control groups were significant by more than 0.05. The authors compare the results obtained before and after the experiment. It was revealed that at the initial stage of the experiment, the control and experimental groups had approximately equal indicators. The authors come to the conclusion that the developed model of the development of cognitive interest of primary school students in extracurricular activities is theoretically justified and practically confirmed. The authors show that extracurricular activities can be further considered as a basis for integrating the concept of sustainable education.

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Ivantsova, Natalya, Irina Shilnikova, Oleg Podlinyaev, and Natalia Shisharina. "Motivation-Value Component of FirstYear Student’s Subjectivity." SHS Web of Conferences 50 (2018): 01073. http://dx.doi.org/10.1051/shsconf/20185001073.

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This article discusses one of the main components of subjectivity of a university student. According to the research, that is a motivation-value one. It presupposes the presence of a sustain motivation of the subject, leading to active educational and cognitive activity with elements of creativity. On the condition of cognitive activity based on the true interest students can get new knowledge and professional interest. Thus, we distinguish the following criteria of this component: awareness in the choice of profession, interest in educational and cognitive activity, stable professional motivation, aspiration for creative, professional self-realization. It has a pronounced focus on professional and personal development. The article reveals the problem of cognitive and professional motivation of first-year students, as well as ways of their development. Particular attention is paid to a pedagogical interaction process that is based on pedagogical support (facilitation) and is aimed at revealing and realizing the student’s personal potential, expanding his/her cognitive and professional interests and needs.

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Naudet, Yannick, Angeliki Antoniou, Ioanna Lykourentzou, Eric Tobias, Jenny Rompa, and George Lepouras. "Museum Personalization Based on Gaming and Cognitive Styles." International Journal of Virtual Communities and Social Networking 7, no. 2 (April 2015): 1–30. http://dx.doi.org/10.4018/ijvcsn.2015040101.

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This paper details and discusses experimental results obtained towards personalizing a museum visit through a personal mobile guide, using an approach relying on users' cognitive style, gaming, social networks, and recommendations. It describes the personalization system, which relies on a Facebook game to infer users' cognitive style, visiting style and interests, and a recommendation algorithm offering sequences of points of interests to visit. A qualitative and quantitative analysis of an experiment conducted in a museum is given, offering first conclusions and perspectives on the approach.

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Münnich, Sascha. "Interest-Seeking as Sense-Making: Ideas and Business Interests in the New Deal." European Journal of Sociology 52, no. 2 (August 2011): 277–311. http://dx.doi.org/10.1017/s0003975611000117.

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AbstractThis article addresses the question of how ideas and interests can be linked in policy analysis. The juxtaposition of the two concepts is criticized from a sociological point of view. Instead, ideas are a substantial element of interest formation. Cognitive and normative worldviews shape the transformation of objective socio-economic positions into subjective, situational action orientations. Interests can be traced back to the interplay between structural positions, situational problems and their idea-based interpretation.It is then shown how these conceptual arguments can bring forward a prominent debate in welfare state analysis: the role of business in the emergence of the American welfare state in the New Deal. While struggling with the question whether the supportive role of some business leaders in theSocial Security Actof 1935 reveals substantial interest changes or strategical adaption, both sides of the debate suffer from an objectivist concept of interest. This one-sided concept of interest comes at the cost of leaving open the question of why business interests changed in the direction of unemployment insurance and not in the direction of other feasible institutional options such as price regulation or public works. These options would also have provided a solution to the problem American employers were facing. Analysis of social reform discourses between 1911 and 1935 shows that the partial reorientation of business people cannot be sufficiently explained without taking into account the growing legitimacy of liberal- corporatist ideas among employers in the 1920s.

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Adachi, Tomoko. "Career Self-Efficacy, Career Outcome Expectations and Vocational Interests among Japanese University Students." Psychological Reports 95, no. 1 (August 2004): 89–100. http://dx.doi.org/10.2466/pr0.95.1.89-100.

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The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.

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Zhurat, Yulya, Natalya Davydzuc, and Maria Oliynyk. "Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 312. http://dx.doi.org/10.18662/rrem/113.

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Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.

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Baron-Cohen, Simon, and Sally Wheelwright. "‘Obsessions' in children with autism or Asperger syndrome." British Journal of Psychiatry 175, no. 5 (November 1999): 484–90. http://dx.doi.org/10.1192/bjp.175.5.484.

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BackgroundWe report a survey of the content of obsessions in children with autism spectrum conditions. We use the term obsessions' narrowly, to indicate strong, repetitive interests. We predicted that obsessions would not cluster randomly, but rather would occur significantly more often in the domain of ‘folk physics' (an interest in how things work), and significantly less often in the domain of ‘folk psychology’ (an interest in how people work). These predictions were tested relative to a control group of 33 children with Tourette syndrome.AimsTo examine the content of autistic obsessions, and to test the theory that these reflect an evolved cognitive style of good folk physics alongside impaired folk psychology.MethodNinety-two parents returned a questionnaire designed to determine the subject of their child's obsessional interests. The results were analysed in terms of core domains of cognition.ResultsBoth predictions were confirmed.ConclusionsThese results suggest that impaired folk psychology and superior folk physics are part of the cognitive phenotype of autism. A content-free theory of obsessions is inadequate.

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Zhakparova, G. A. "FORMATION OF STUDENTS ' INTEREST IN SOLVING COGNITIVE PROBLEMS." BULLETIN Series Psychology 64, no. 3 (September 20, 2020): 115–20. http://dx.doi.org/10.51889/2020-3.1728-7847.21.

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The main goal of a modern school is to create a learning system that meets the needs of education in accordance with the inclinations, interests and capabilities of each student. To achieve this goal, it is necessary to radically change the paradigm inwhich the interaction of student and teacher is considered.Today, the modern concept of teaching should be taught to the student himself, and the teacher should exercise motivational management of his teaching, that is. promotion, organization, coordination, and consulting of its activities.If there are strong, bright and deep reasons that cause students to strive for active action, overcoming unavoidable difficulties, and achieving their goals, then actions give more effective and good results

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Thoman, Dustin B., and Carol Sansone. "Gender bias triggers diverging science interests between women and men: The role of activity interest appraisals." Motivation and Emotion 40, no. 3 (February 29, 2016): 464–77. http://dx.doi.org/10.1007/s11031-016-9550-1.

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Matute Castro, George Robert, Jennifer Valeria Macías Solórzano, Martha Geoconda Menéndez Loor, Pasqueline Elizabeth Mendoza Laz, and Guido David Sánchez Carvajal. "LAS FORTALEZAS DEL BACHILLERATO INTERNACIONAL FRENTE AL MODELO DE INGRESO A LA EDUCACIÓN SUPERIOR." UNESUM-Ciencias. Revista Científica Multidisciplinaria. ISSN 2602-8166 2, no. 2 (September 26, 2018): 145–54. http://dx.doi.org/10.47230/unesum-ciencias.v2.n2.2018.86.

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En procura del fortalecimiento de la educación en el país, el Gobierno Nacional desde el 2011 ha implementado el Bachillerato Internacional en los planteles públicos que permitan a los estudiantes insertarse a las tendencias cognitivas globales direccionadas a la educación del siglo XXI. La universidad ecuatoriana en su afán por despuntar el desarrollo nacional apuesta al mejoramiento educativo promoviendo la accesibilidad de la educación superior a todos los actores sociales con la propuesta de desarrollo profesional sostenible a los intereses en su diversidad nacional. El objetivo investigativo es establecer la eficiente conexión entre el nivel cognitivo que se adquiere en el Bachillerato Internacional y su aceptación y valoración al acceder a las universidades del país. Para ello, se realizó un proceso analítico inductivo en procura de la obtención de datos confiables que permitan un acertado análisis holístico de la temática a tratar. Palabras clavesMentalidad internacional, innovación, pedagogía, investigación, nivel cognitivo, modelos de evaluación. ABSTRACIn pursuit of the strengthening of education in the country, the National Government since 2011 has implemented the International Baccalaureate in public schools that allow students to insert global cognitive trends directed to education in the 21st century. The Ecuadorian university in its eagerness to break the national development bets to the educational improvement promoting the accessibility of the superior education to all the social actors with the proposal of sustainable professional development to the interests in its diversity. The research objective is to establish the efficient connection between the cognitive level acquired in the International Baccalaureate and its acceptance and assessment when accessing the country's universities. To this end, an inductive analytical process was carried out in order to obtain reliable data that would allow an accurate holistic analysis of the subject to be treated.KeywordsInternational mentality, innovation, pedagogy, research, cognitive level, evaluation models.

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Varanda, C., and F. D. M. Fernandes. "Enhancement of flexible cognition in autism." European Psychiatry 41, S1 (April 2017): S383. http://dx.doi.org/10.1016/j.eurpsy.2017.02.418.

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Autism is defined by qualitative deficits in communication, social interaction and restricted patterns of interests and behavior. There are also reported difficulties in the dynamic activation and modification of cognitive processes in response to changes in tasks demands. It is assumed that poor flexible cognition is related to those difficulties. This research aimed to assess and intervene in cognitive flexibility in subjects with autism.Ten subjects diagnosed with autism by psychiatrists, aged 5y to 13y5m, were assessed in cognitive flexibility through WCST in pretest and in patterns of social interactions, behaviors and communication through ADI-R. An intervention program with 14 to 21 sessions designed to enhance cognitive flexibility through activities of local coherence inference, constructive praxis, attentional shifting, inhibitory control, besides drama games after reading stories. In posttest, they were assessed in WCST and ADI-R. Raw scores of categories completed and perseverative errors and responses were used.Regarding flexible cognition, perseverative errors and responses were lower in posttest (P = 0.028). Categories completed were improved in posttest (P = 0.049). Total scores on ADI-R were lower in posttest (P = 0.051) and as well as scores on communication abilities (P = 0.033).The qualitative improvement showed by the individuals of this research concerning flexible cognition and also patterns of restricted behavior, social interaction and communication abilities suggests that individuals with autism can benefit from the development of strategies for the rehabilitation of flexible cognition and more research is suggested with a larger sample among subjects on the autism spectrum.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Yulianti, Wita. "APTITUDE TESTING BERBASIS CASE-BASED REASONING DALAM SISTEM PAKAR UNTUK MENENTUKAN MINAT DAN BAKAT SISWA SEKOLAH DASAR." Rabit : Jurnal Teknologi dan Sistem Informasi Univrab 1, no. 2 (July 10, 2016): 104–18. http://dx.doi.org/10.36341/rabit.v1i2.28.

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Psychology is the study of human behavior and mental processes. The expert system applied in psychology is about testing the interests and talents of elementary school students. Interest and talent are very important issues in education. Through tests of interests and talents, students can better know their potential, including their strengths and weaknesses, both in terms of academic and personality. Expert system designed to determine the interests and talents of elementary school students, preferably for students in grades IV, V, VI. Because the class students have entered the age of around 10-11 years, where at that age is the age of transition to the real world when the cognitive abilities of children develop to plan something. These children have different characteristics and uniqueness, such as the existence of an interest in concrete, practical daily life. In designing this expert system using a method that is Case-Based Reasoning that can predict and identify interests and talents according to the ability of these students.

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Cēdere, Dagnija, Inese Jurgena, and Vilija Targamadze. "INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS." Journal of Baltic Science Education 17, no. 1 (February 20, 2018): 31–42. http://dx.doi.org/10.33225/jbse/18.17.31.

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Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students’ interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students’ cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest – interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students’ interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. Keywords: cognitive interest, science and mathematics, teaching/learning process.

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Huynh, Minh Q. "Viewing E-Learning Productivity from the Perspective of Habermas' Cognitive Interests Theory." Journal of Electronic Commerce in Organizations 3, no. 2 (April 2005): 33–45. http://dx.doi.org/10.4018/jeco.2005040103.

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Lyakisheva, Anna, and Valentyna Mozol. "Development of cognitive interests of senior preschool children as a scientific problem." Pedagogìčnij časopis Volinì 4(11) (2018): 33–38. http://dx.doi.org/10.29038/2415-8143-2018-04-33-38.

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Mau, Wei-Cheng, Shr-Jya Chen, and Chi-Chau Lin. "Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework." Education Sciences 9, no. 2 (June 19, 2019): 151. http://dx.doi.org/10.3390/educsci9020151.

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This study investigated the psychometric properties of the Chinese version of the STEM Career Interest Survey (STEM-CCIS) with data from 590 high-school students in Taiwan. Measurement models based on Social-Cognitive Career Theory (SCCT) and STEM discipline-specific dimensions (Science, Technology, Engineering, Mathematics) were examined using confirmatory factor analyses. Findings from confirmatory factor analyses indicated that STEM-CCIS possesses adequate reliability and factorial validity, replicating the sound psychometric properties of the original English version of the STEM-CIS. Implications for the use of the STEM-CCIS are discussed.

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Gaucher, N., A. Payot, and E. Racine. "Cognitive enhancement in children and adolescents: Is it in their best interests?" Acta Paediatrica 102, no. 12 (September 21, 2013): 1118–24. http://dx.doi.org/10.1111/apa.12409.

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Imbellone, Alfredo, and Fiorenzo Laghi. "The role of time perspective in social cognitive career theory of interests." Time & Society 25, no. 2 (March 24, 2015): 334–54. http://dx.doi.org/10.1177/0961463x15577263.

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Trubenstein, B. P., B. C. Haberstick, R. Corley, S. J. Wadsworth, and C. A. Reynolds. "ACTIVITY INTERESTS AND TALENTS IN RELATION TO COGNITIVE PERFORMANCE: A PROSPECTIVE STUDY." Innovation in Aging 1, suppl_1 (June 30, 2017): 477. http://dx.doi.org/10.1093/geroni/igx004.1698.

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De Dreu, Carsten K. W. "Negotiating Deals and Settling Conflict Can Create Value for Both Sides." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (October 2014): 156–63. http://dx.doi.org/10.1177/2372732214549016.

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Conflicts are mostly wasteful, and deal-making is often not optimal. Yet agreements in international relations, business, and personal relationships show that people can regulate their conflicts of interest and ideology constructively and sometimes to mutual benefit. When individuals, and their groups, create such mutually beneficial, integrative agreements, they promote economic prosperity, stabilize society, and reduce conflict. Key insights from social-psychological science show (a) when and why people initiate negotiation, (b) how negotiators’ cognitive strategies manage complex and uncertain information, and (c) how their goals and motivations can release their capacity to create value in conflict and deal-making. These integrative agreements grow from both concern for own interests and respect for the other side. Reaching integrative agreements is cognitively taxing and difficult, yet facilitated when negotiators adopt long-term perspectives focused on own and others’ interests rather than immediate competing positions. Institutions can help negotiators to seek integrative agreements that benefit all rather than some by nurturing mutual respect and promoting benign, low-pressure environments.

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Nguyen, Lydia T., Qiong Nie, Elizabeth Lydon, Dillon Myers, Alan Gibson, Chantal Kerssens, Raksha A. Mudar, and Wendy A. Rogers. "EXPLORING VIDEO CHAT FOR SOCIAL ENGAGEMENT IN OLDER ADULTS WITH AND WITHOUT COGNITIVE IMPAIRMENT." Innovation in Aging 3, Supplement_1 (November 2019): S932. http://dx.doi.org/10.1093/geroni/igz038.3391.

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Abstract Social engagement technologies have the potential to benefit health and quality of life in older adults with and without mild cognitive impairment (MCI). However, technologies are rarely designed to accommodate the interests, capabilities, and limitations of these populations. In the current study, we focused on examining the potential of video chat to socially engage older adults with and without MCI by providing opportunities to link people with shared interests. Eight cognitively normal older adults (Mage: 73.3 years) and five with MCI (Mage: 70.0 years) completed a four-week experiential field trial using a novel online video chat platform called OneClick. System Usability Scale scores at both pre- and post-assessment revealed that OneClick was easy to use for older adults with and without MCI, however individuals with MCI experienced more technical issues and required additional assistance to use the system. Pre- to post- comparisons of questionnaire data revealed positive changes for the Quality of Life, Friendship/Social Isolation, and Loneliness scales in both groups. Of the 13 participants, five cognitively normal and four individuals with MCI reported that they would be interested in continuing to use the video chat system at home to connect with family and friends or to discuss topics of mutual interests. Overall, all participants enjoyed using the video chat system as a means for social engagement and showed trends for social health and quality of life benefits. This field trial illustrates the potential for video chat to provide social engagement opportunities for older adults with and without cognitive impairment.

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Stangaine, Inga, and Dace Augstkalne. "PRE-SCHOOLER QUESTIONS ENCOURAGING COGNITION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 641–51. http://dx.doi.org/10.17770/sie2018vol1.3310.

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When pre-schooler learns language, development of his cognitive processes changes, ability to classify and generalise rises. Child’s needs and interests encourage him to ask, answer, think, act. Word meanings are used and sought in various speech situations, especially when expressing all known, unknown, understood, not understood verbally. Asking and answering questions requires certain vocabulary, ability to formulate thoughts and find contact with communication partner in dialogue.Aim: study of the pre-schooler question content, influence thereof on formation of cognitive interests.Methods and materials: analysis of theoretical literature, observations, conversations with children, writing down and analysing their spontaneous questions and creating question situations. Pre-schooler questions and their variety was analysed grouping by various criteria, reflecting diversity of children interests and ability to understand meaning of different words. Conclusions: progress of pre-schooler cognitive interests is expressed in their questions. When asking questions, child’s vocabulary becomes more expanded, which is related to the fact that perception of the world around us is enlarged and deepened. Adult responsiveness, ability to listen, patience in seeking answers, explaining unclear, encouraging to think and ask the next questions all are significant factors encouraging child’s cognitive interests.

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Garriott, Patton O., Trisha L. Raque-Bogdan, Lorrine Zoma, Dylan Mackie-Hernandez, and Kelly Lavin. "Social Cognitive Predictors of Mexican American High School Students’ Math/Science Career Goals." Journal of Career Development 44, no. 1 (July 26, 2016): 77–90. http://dx.doi.org/10.1177/0894845316633860.

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This study tested a social cognitive model of math/science career goals in a sample ( N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized model provided an adequate fit to the data. Familism predicted performance accomplishments and perceived family supports while perceived family supports predicted self-efficacy and goals. The final model explained 63% of the variance in interests and 53% of the variance in goals. Mediation tests showed that person-cognitive variables explained the relationships between contextual variables and goals. Contrary to hypotheses, interests did not predict goals and proximal family supports did not moderate the relationship between interests and goals. Results are discussed in terms of incorporating culture-specific values into interventions aimed at enhancing the math/science career interests and goals of Mexican American high school students.

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Journal articles on the topic 'Cognitive interests'

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