It’s the situation that matters: Affective involvement in context-oriented learning tasks

Abstract

This chapter focuses on the evaluation of affective variables in contextbased learning (cbl) environments. Although the majority of studies in the field have shown positive effects on attitude, the need to investigate specific elements of cbl tasks has become evident. On the basis of prior research designs and instruments, it is argued that attitude has to be perceived as a multifaceted construct. Different research designs and attitude instruments are discussed and related to the theoretical background of motivation and interest. In the second part of the chapter, three studies are presented that address the need to differentiate between different contexts, content elements, and attitude measurements. Therefore, the general statement that cbl courses have a positive effect on student attitude is maintained, however, enriched by a more differentiated and substantiated perspective that may shed light on how to select an adequate context within a specific contentrelated area.