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In this work we start from the hypothesis that there is a lack of connection between what students find interesting and the content set by the curriculum because the curriculum was set by taking into consideration professional and/or political interests. In this article the level of interest of students in year four of compulsory secondary education in the content of music as a subject are described, as interest is a factor that influences learning. This is a descriptive study based on survey methods and qualitative research, and it examines which types of content are most interesting for students and which ones inspire little or no interest in them. After analysing the results, we make some proposals that might help to increase student's interest in the content of music as a subject. [ABSTRACT FROM AUTHOR]

The purpose of this study was to test a model linking interest, engagement, and performance. The study assessed three types of situational interest (triggered, maintained-feeling, and maintained-value), behavioral engagement, behavioral disaffection, and performance in Spanish language classes. These variables were assessed in the classroom over a nine-month period on a sample of 565 Spanish secondary students aged 12 to 17 years (mean age = 13.78 years; SD = 1.14). A series of structural equation models revealed that the three types of situational interest significantly predicted engagement, disaffection, and performance; engagement and disaffection also predicted performance; as hypothesized, engagement and disaffection mediated the effects of situational interest on academic performance. To conclude, the implications of these findings are discussed in the light of current theory of interest and educational intervention programmes. [ABSTRACT FROM AUTHOR]