University of Oulu

Shubina Tatiana, Järvenoja Hanna, Mänty Kristiina, Peltonen Jouni & Järvelä Sanna (2021) The Changes in Lower Secondary School Students’ Interest During Collaborative Learning, Scandinavian Journal of Educational Research, DOI:

The changes in lower secondary school students’ interest during collaborative learning

Saved in:
Author: Shubina, Tatiana1; Järvenoja, Hanna1; Mänty, Kristiina1;
Organizations: 1Department of Educational Sciences and Teacher Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.9 MB)
Persistent link:
Language: English
Published: Informa, 2021
Publish Date: 2021-12-02


This study explored the situational interest and emotional valence of 13-year-old students (N = 94) participating in a five-session science course. The relationship between students’ situational interest and emotional valence and their individual interest was also studied. During each session, students participated in a collaborative learning task. Before and after each task, students’ situational interest and emotional valence were measured through a single-item self-report questionnaire. Individual interest was measured by the Task Interest Inventory scale at the beginning of the course. Students showed increasing levels of emotional valence after each collaborative learning task; however, they only reported significantly higher situational interest after the first task. Furthermore, the relationship between students’ emotional valence and their individual interest frequently decreased after collaborative learning tasks. The findings suggest that collaborative learning could be a potential factor in changing situational interest. Areas for further research are provided.

see all

Series: Scandinavian journal of educational research
ISSN: 0031-3831
ISSN-E: 1470-1170
ISSN-L: 0031-3831
Issue: Online first
DOI: 10.1080/00313831.2021.1958377
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was suported by Academy of Finland under Grant number 297686.
Academy of Finland Grant Number: 297686
Detailed Information: 297686 (Academy of Finland Funding decision)
Copyright information: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.