Students’ Interest and Engagement in Classroom Activities

By Mary D. Ainley. 2012

221 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/154017c72342c956cd3b3554e554f86ec5efb80f

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “Agentic engagement occurs when students manage their learning processes and express their opinions or feelings during an activity as an active participant (Ainley 2012; Reeve 2012).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “For this reason, some researchers have defined engagement as energy in action (Ainley, 2012; Skinner & Pitzer, 2012).”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “Key reviews of the construct connect it to numerous positive learning variables, including self-efficacy (Schunk & Mullen, 2012), interest (Ainley, 2012), achievement goals (Anderman & Patrick, 2012),”
Engaging in Science: A Feeling for the Discipline (2016, background): “Understanding interest and engagement requires examining “a broad network of variables both within the time frame of a classroom activity but also going beyond to include broader personal orientations and characteristics as well as a myriad of contextual factors” (Ainley, 2012, p. 296).”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “Researchers and educators alike need to better understand the triggering process: which triggers for interest are likely to be effective and which features of the environment enable a triggered interest to be sustained (see discussion in Ainley, 2012).”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “For instance, engagement has been characterized as motives that initiate or sustain learning actions (Ainley, 2012). In this case, cognitive engagement would more specifically be described as self-regulating, setting learning goals, or persisting on challenging tasks (Zimmerman, 1990). Other researc”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “For Ainley (2012), interest functions as a “hook”: A learning activity that sparks interest easily engages students, and the learning process begins.”
Exploring Engagement in Tasks in the Language Classroom (2016, background): “Indeed, it is described by some as the visible manifestation or “descriptor” of motivation (Ainley, 2012; Cleary & Zimmerman, 2012; Martin, 2012; Reeve, 2012; Schunk & Miller, 2002) and by others as the precursor of motivation (Pekrun & Linnenbrink-Garcia, 2012). Anderman and Patrick (2012) suggeste”
Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017, background): “These findings thus support the idea that the increase of individual interest is due to recurrently inducing situational interest in students, as suggested by various notions on the development of individual interest (Ainley, 2012; J. M. Alexander, Johnson, Leibham, & Kelley, 2008; Hidi, 2006; Hidi ”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, background): “, 2005), and higher interest is consistently linked to reports of positive va lence during learning (Ainley, 2012; Pekrun et al., 2002).”