文章名称：Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement.
文献引用：Dan, Yongjun, & Todd, Reese. (2014). Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement. Educational Psychology, Vol 34(7), 799-817. doi: https://dx.doi.org/10.1080/01443410.2013.79233. © 2014 by Taylor & Francis. Reproduced by Permission of Taylor & Francis
量表名称：History Interest Inventory
计分方式：This 15-item measure utilizes a 7-point Likert scale (1 = totally disagree, 7 = totally agree).
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量表维度：
(1–5, perceived knowledge possessed; 6–10, value perception; 11–15, positive feeling)
(1) I know history pretty well.
(2) I read more history books than my classmates.
(3) Compared to my peers, I think my knowledge in history is above the average. (4) I know more historical allusions than my peers.
(5) I am satisfied with how much I know about history.
(6) Reading history makes people wise.
(7) Learning history is important.
(8) Learning history increases people’s capabilities in judgment and analysis.
(9) Many historical figures worth learning from.
(10) History knowledge is essential for being an informed citizen.
(11) I feel very excited when a new history topic is initiated.
(12) I am interested in history.
(13) I like touring history museums.
(14) I enjoy reading history stories.
(15) I like doing assignments relating to history.
