Promoting Interest and Performance in High School Science Classes

By Chris S. Hulleman, Judith M. Harackiewicz. Science, 2009

1,100 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/05330ce0f1fa813f8cbb7683fc39dd3003356212

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “…can successfully compensate for a low level of one component by increasing the level of a different component comes from an intervention study (Hulleman & Harackiewicz, 2009) in which high school students in the experimental condition were instructed to write about the value and usefulness of…”
Motivation Interventions in Education (2016, background): “…example, several interventions were imbedded within the context of week-long curricula (e.g., Feng & Tuan, 2005; Pugh, 2002), whereas other interventions were independent activities requiring as little as 20 minutes for students to complete (e.g., Cohen et al., 2006; Hulleman & Harackiewicz, 2009).”
The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest (2010, background): “In a series of two randomized trials (C. Hulleman, et al., unpublished data, Study 2; Hulleman, An, Hendricks, & Harackiewicz, 2008; Hulleman & Harackiewicz, 2009), we manipulated utility value and assessed its effects on classroom interest.”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Hong and Lin-Siegler (2012); Hulleman and Harackiewicz (2009); Moreno, Mayer, Spires, and Lester (2001, Study 2); and Wyss, Heulskamp, and Siebert (2012) all referred to Hidi and Renninger’s (2006) work on interest but did not fully explain the processes by which their intervention materials would…”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “For example, personal value-based writing programs aiming at enhancing motivation and emotional health (Hulleman & Harackiewicz, 2009; Shao et al., 2012) may be incorporated into existing attributional retraining and growth mindset interventions that encourage greater perceived control (e.g., Hall…”
Social-Psychological Interventions in Education (2011, background): “Other studies used class assignments to deliver the intervention, such as a neuroscience workshop (Blackwell et al., 2007) or an in-class writing assignment (Cohen et al., 2009; Hulleman & Harackiewicz, 2009), both of which had no obvious link to students’ academic performance.”
A Practical Measure of Student Motivation (2015, background): “Similarly, Hulleman and colleagues’ relevance intervention increases perceived utility value for learning material (Hulleman & Harackiewicz, 2009).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “In a striking demonstration of the impact of utility value, Hulleman and Harackiewicz (2009) found that high school students who expected to do poorly in science, but who wrote about the usefulness of course materials for their own lives, were more likely to show increases in interest and higher…”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, positive): “Previous studies have reported the positive effects of MRS implementation on students’ effort, persistence, and performance in academic tasks (Haag & Gӧtz, 2012; Hulleman & Harackiewicz, 2009; Schwinger, Steinmayr, & Spinath, 2009; S. L. Wang & Lin, 2007).”