Predictors and outcomes of situational interest during a science learning task

By Anna Tapola, Marjaana Veermans, Markku Niemivirta. 2013

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1a77b12bd5dec02059ba01ac3d56d2bfefe4432c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ji Yeon Son
2. Robert L. Goldstone
3. Emily R. Fyfe
4. Nicole M. McNeil
5. J. Rotgans
6. Henk G. Schmidt
7. Martha W. Alibali
8. Meixia Ding

In Education

1. J. Rotgans
2. Henk G. Schmidt
3. Robert L. Goldstone
4. Ji Yeon Son
5. Emily R. Fyfe
6. Nicole M. McNeil
7. Bethany Rittle-Johnson
8. Martha W. Alibali

In Experimental and Cognitive Psychology

1. Robert L. Goldstone
2. J. Rotgans
3. Henk G. Schmidt
4. Ji Yeon Son
5. Emily R. Fyfe
6. Nicole M. McNeil
7. Altay Eren
8. H. Coşkun

Citations in the corpus

• Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017, background): “Tapola, Veermans, and Niemivirta (2013), for instance, demonstrated that the extent to which a task is concrete (rather than abstract) positively influences situational interest.”
• Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, background): “In another study (Tapola et al. 2013), concrete materials alone faired better than the combination: A simulation on electricity in which the elements remained concrete promoted higher learning than one in which the elements switched from concrete to abstract.”