Interest and self-regulation: The relation between having to and wanting to

By Carol Sansone, Jessi L. Smith. 2000

208 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/303c95c04e6c36e9c4cbc4b2b49317a3b264ceee

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Engaging in Science: A Feeling for the Discipline (2016, background): “Sansone and colleagues (e.g., Sansone, 2009; Sansone & Harackiewicz, 1996; Sansone & Smith, 2000; Sansone & Thoman, 2005) similarly described an interest experience as an evolving affective and cognitive experience in interaction with goals, activity structure, and features of the environment.”
When Academic Achievement Is an Obligation (2014, background): “As such, extrinsic motivators can simultaneously initiate processes that result in greater intrinsic motivation, such as by motivating individuals to engage in interest-enhancing strategies (Harackiewicz & Sansone, 2000; Sansone & Smith, 2000).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “In their Self-Regulation of Motivation model, Sansone and her colleagues (eg, Sansone & Harackiewicz, 1996 ; Sansone & Smith, 2000 ; Sansone & Thoman, 2005 ) highlighted the role of interest experience in addition to goal-defined experience in the process of self-regulation.”
Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents (2007, background): “In this suboptimal situation, skills may far exceed the demands of the environment which can lead to disengagement (i.e., apathy, boredom) (Sansone and Smith 2000).”
The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “…a task is fluid and that change (e.g., in task meaning, in cognizance of evaluation) can take place during task engagement is pivotal to understanding the motivational outcomes associated with (stereotyped) task participation (e.g., Sansone & Smith, 2000; Sansone, Weir, Harpster, & Morgan, 1992).”
Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “…example of the science project demonstrates that Sam can develop a connection to content for which he has a less-developed interest and that he can experience success if (I) support for him is in place (Hidi et. al, 1998; Goldman et. al, 1998; Renninger, 2000; Sansone & Smith, 2000; Sansone et. al.”
Regulatory fit and resisting temptation during goal pursuit. (2002, background): “By influencing subjective experiences of task engagement, regulatory fit should influence task motivation as well as enjoyment (e.g., Sansone & Smith, 2000).”
An Investigation of Students Attitude and Motivation toward Online Learning (2007, background): “An extrinsically motivated student seeks approval and external signs of worth (Sansone & Smith, 2000).”
Fundamental Human Needs: Making Social Cognition Relevant (2000, background): “Self-Regulation of Motivation Model In contrast to Deci and Ryan’s focus on underlying needs, Sansone and Smith (2000) suggest that the positive phenomenological experience of interest and involvement (“feeling like it”) can serve as the most proximal motivator for goal-relevant behavior,…”
Curiosity and pathways to well-being and meaning in life: Traits, states, and everyday behaviors (2007, background): “Curiosity has been linked to intrinsically motivated values and goal pursuit (Ryan and Deci 2000; Sansone and Smith 2000), the building of knowledge and skills (Silvia 2006), and feelings of competence (Spielberger and Starr 1994; White 1959).”
The effect of humorous instructional materials on interest in a math task (2010, background): “Theorists have highlighted the importance of simply ‘‘feeling like’’ doing a task as critical for the initiation and continuation of task engagement (Sansone and Harackiewicz 1996; Sansone and Smith 2000 ).”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “nate of task performance (Sansone and Smith, 2000).”
Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students (2007, background): “Likewise, the overlap between interest and its reinforcing positive affective qualities has been repeatedly demonstrated (Izard, 1993; Kashdan, Rose, & Fincham, 2004; Peterson & Seligman, 2004; Sansone & Smith, 2000).”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, result): “These findings support previous work illustrating the role of interest in encouraging persistence (Sansone and Smith 2000) and intrinsic motivation (Bye et al. 2007).”
Interesting things and curious people: Exploration and engagement as transient states and enduring strengths. (2009, background): “These interest-enhancing strategies, in turn, increase interest and intrinsic motivation for the task (Sansone & Smith, 2000).”