Situational Interest and Academic Achievement in the Active-Learning Classroom.

By J. Rotgans, Henk G. Schmidt. 2011

382 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/13614c275ea76889a720e71ec6f04f89995d7c8c

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Foundations of Game-Based Learning (2015, background): “Situational interest is an immediate affective response to an activity, resulting in learners’ directing of their attention to the task (Hidi, 1990; Hidi & Renninger, 2006; Mitchell, 1993; Rotgans & Schmidt, 2011; Schraw, Flowerday, & Lehman, 2001).”
Predictors and outcomes of situational interest during a science learning task (2013, background): “Recent studies indicate that situational interest may evolve during interaction with a learning task (Moos and Azevedo 2008; Rotgans and Schmidt 2011).”
Situational interest and learning: Thirst for knowledge (2014, background): “In an attempt to study situational interest in the natural classroom setting, Rotgans and Schmidt (2011a) applied what they refer to as a “micro-analyticalmeasurementapproach”.”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “…Hidi, 2000), although interest of school-age students can develop with support from the tasks and/or the organization of the learning environment (Barron, Kennedy-Martin, Takeuchi, & Fithian, 2009; Frenzel, Goetz, Pekrun, & Watt, 2010; Gutherie et al., 2006; Nolen, 2007; Rotgans & Schmidt, 2011a).”
Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017, background): “Rotgans and Schmidt have tried to tackle the mechanism underlying the arousal of situational interest (Rotgans & Schmidt, 2011b, 2014b).”
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Indeed, this result echoes the results of previous studies which provide evidence regarding the beneficial effects of epistemic curiosity on student achievement (e.g., Engel, 2011; Lowry & Johnson, 1981; Rotgans & Schmidt, 2011; von Stumm et al., 2011).”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “A number of recent findings (e.g., Rotgans & Schmidt, 2011) suggest that it is how motivational variables, such as situational interest, play out across a learning task, that may be associated with achievement through effects on participation in learning behaviours, which in turn are related to…”