On the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning outcomes

ABSTRACT

This paper examines the relationships between student interest, self-efficacy, and perceptions of the instructor on a set of learning outcomes that include, but are broader than, traditional measures of student learning. Consistent with the focus of positive psychology, the study focuses not only on knowledge gains but also on the flow experience and student satisfaction as important outcomes. Results show learning outcomes are affected by student interest, self-efficacy, and perceptions of the instructor.

KEYWORDS:

• Pedagogy
• flow theory
• student learning

Disclosure statement

No potential conflict of interest was reported by the authors.