Being and Feeling Interested. Transient State, Mood, and Disposition.

By Mary D. Ainley. 2007

88 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/20344e91018573e8693aa02325c9c142cd1f9064

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Ainley and Patrick (2006) argued that even a single item may be sufficient for identifying the state of interest as an emotion (e.g., following the reading of text with a Likert rating of level of activation from bored to interested; see also discussions in Calder & Staw, 1975; Reeve, 1989). By itse”
Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland (2011, background): “Many studies have emphasised the importance of affects, values and knowledge in situational and personal interest (Ainley 2007; Hidi and Renninger 2006; Schiefele 1991, 2009).”
Engaging in Science: A Feeling for the Discipline (2016, background): “Theoretical frameworks that focus on interest as an emotion (Ainley, 2007; Ainley & Ainley, 2011; Silvia, 2006) bring in the cognitive components of interest in learners’ appraisals of their experiences and in the choices and decisions they make during their engagement.”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “More recently, recognising how critical other emotions are to learning, researchers have explored a wider range, including positive emotions such as interest and enjoyment (Ainley 2007; Pekrun and Linnenbrink-Garcia 2012).”
Emotions as Drivers of Learning and Cognitive Development (2011, background): “Topic emotions do not directly pertain to learning and problem solving, but can strongly influence learners’ interest in learning material (Ainley, 2007).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “…emotion (see Silvia, 2008; Renninger & Hidi, 2011), the present study sided with those who centered on the affective component and define it as such an emotion (Ainley, 2007; Ainley & Patrick, 2006; for other possible conceptualizations of interest, see Krapp, 2002; Schiefele, 1991, for example).”
Interest And Its Development (2012, background): “requirements (Ainley, 2007; Hidi, 2006; Reeve, Jang, Hardre, & Omura, 2002). As interest devel ops, knowledge and value, in addition to affect, need to be present (Renninger, 1990, 2000). More specifically, Hidi and Renninger (2006) argue that as interest develops and deepens, the desire for knowle”