Revisiting the Conceptualization, Measurement, and Generation of Interest

By K. Ann Renninger, Suzanne Hidi. 2011

742 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/48069305b7b0d84b7e52b38f765ae5759e6f4207

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In Experimental and Cognitive Psychology

Citations in the corpus

How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, methodology): “On the other side, we have interest to perform a task –an emotion activated by this one (Hulleman, Durik, Schweigert & Harackiewicz, 2008; Renninger & Hidi, 2011).”
To Level the Playing Field, Develop Interest (2020, background): “We note that interest can also refer to positive feelings or emotions, value, the experience of working with a task, or the match of personal characteristics to job categories (see Renninger & Hidi, 2011).”
Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “the various operational conceptualizations of curiosity and interest that researchers have made in the literature (for reviews, Grossnickle 2014; Renninger and Hidi 2011); these operational conceptualizations can be considered as important parts of the knowledge-acquisition process, but as you will ”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “While researchers disagree whether interest is an 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,…”
Situational interest and learning: Thirst for knowledge (2014, background): “Other contributions to the trigger-maintenance framework are theoretical rather than empirical in nature and suggest that a supporting (learning) environment is a key element in maintaining situational interest (Hidi & Renninger, 2006; Renninger & Hidi, 2011).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “Interest is a cognitive and affective motivational variable that guides attention and develops through experience (Renninger & Hidi, 2011).”
Adaptive Motivation and Emotion in Education (2016, background): “Relatedly, within interest research (Renninger & Hidi, 2011), interest includes both positive feelings (e.g., enjoyment) and valuing the importance of the domain for the self.”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “For example, interest researchers have linked the development of personal interest to autonomy (Renninger & Hidi, 2011), whereas goal theorists have identified autonomy support to be critical to the establishment of a mastery-oriented learning environment (Turner, 2014).”
The Nature and Power of Interests (2014, background): “The situational perspective, which is typically taken in studies of the effect of interests on learning and development in the classroom, may be advantageous in this pursuit (Renninger & Hidi, 2011).”