Situational interest fluctuation in collaborative learning. The relationship with individual interest and social interaction
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Lapinsali (L3), Linnanmaa Campus
Topic of the dissertation
Situational interest fluctuation in collaborative learning. The relationship with individual interest and social interaction
Doctoral candidate
Master of Education Tatiana Shubina
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Learning and Learning Processes Research Unit
Subject of study
Educational sciences
Opponent
Professor Marjaana Veermans, University of Turku
Custos
Professori Hanna Järvenoja, University of Oulu
How does students' interest change when they learn together?
Students' interest in learning is not constant. It can emerge, increase, decrease or change during a learning activity. But what happens to students' interest when they work together, and how is it connected to their interactions with other students?
In her doctoral dissertation, Situational interest fluctuations in collaborative learning, Tatiana Shubina investigates how students' interest changes during collaborative learning and how these changes relate to the interactions taking place within student groups.
Situational interest refers to the interest that emerges in response to a particular activity, topic or learning situation. Although previous research has established that interest is influenced by the learning environment, less is known about how it fluctuates during ongoing collaborative activities and how these fluctuations relate to students' interactions.
The research examines secondary school students working collaboratively during a series of lessons. Students' situational interest was measured using questionnaires, while video recordings were used to analyse their cognitive and socio-emotional interactions, as well as off-task behaviour. By bringing these sources of information together, the research explores the relationship between students' experiences of interest and the interaction processes unfolding during collaborative learning.
The findings highlight the dynamic nature of situational interest. As collaboration progressed, the relationship between students' individual interest and their situational interest became less pronounced, while situational interest became increasingly associated with the interaction processes within groups. In particular, increases in cognitive and socio-emotional interactions were accompanied by increases in situational interest.
The research contributes to a better understanding of situational interest as an evolving experience shaped not only by individual characteristics but also by the social and contextual conditions of learning. It highlights the importance of considering what happens during collaborative activities when seeking to understand and support students' interest in learning.
In her doctoral dissertation, Situational interest fluctuations in collaborative learning, Tatiana Shubina investigates how students' interest changes during collaborative learning and how these changes relate to the interactions taking place within student groups.
Situational interest refers to the interest that emerges in response to a particular activity, topic or learning situation. Although previous research has established that interest is influenced by the learning environment, less is known about how it fluctuates during ongoing collaborative activities and how these fluctuations relate to students' interactions.
The research examines secondary school students working collaboratively during a series of lessons. Students' situational interest was measured using questionnaires, while video recordings were used to analyse their cognitive and socio-emotional interactions, as well as off-task behaviour. By bringing these sources of information together, the research explores the relationship between students' experiences of interest and the interaction processes unfolding during collaborative learning.
The findings highlight the dynamic nature of situational interest. As collaboration progressed, the relationship between students' individual interest and their situational interest became less pronounced, while situational interest became increasingly associated with the interaction processes within groups. In particular, increases in cognitive and socio-emotional interactions were accompanied by increases in situational interest.
The research contributes to a better understanding of situational interest as an evolving experience shaped not only by individual characteristics but also by the social and contextual conditions of learning. It highlights the importance of considering what happens during collaborative activities when seeking to understand and support students' interest in learning.
Created 11.11.2026 | Updated 13.11.2026