An educational-psychological theory of interest and its relation to SDT.

By Andreas Krapp. 2002

213 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5aa2fbd9cae8cbc163c8b6898fabe45d85383f19

How researchers see this paper

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

Citations in the corpus

Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “The development of interest has been the focus of the conceptualizations of both Hidi and Renninger (2006) and Krapp (2002, 2007).”
Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis (2007, background): “Research focusing only on IM or on interest exemplifies such an assumption (e.g., Gottfried, 1990; Krapp, 2002).”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “Interest is a powerful motivator (Deci, 1992), which differs from most other motivational concepts by its content specificity (Krapp, 2002).”
Engaging in Science: A Feeling for the Discipline (2016, methodology): “Models that focus on the development of interest (Hidi & Renninger, 2006; Krapp, 2002, 2007; Krapp & Prenzel, 2011) incorporate affect and knowledge to varying degrees in the stages of interest development.”
Measuring Situational Interest in Academic Domains (2010, methodology): “Situational interest (SI) consists of both an attentional and affective reaction to the situation, which can be differentiated into two forms—triggered-SI and maintained-SI (Dewey, 1913; Hidi & Baird, 1986; Hidi & Harackiewicz, 2000; Hidi & Renninger, 2006; Krapp, 2002; Mitchell, 1993).”
Constructing motivation through choice, interest, and interestingness (2013, background): “In contrast, situational interest refers to interest that primarily emerges from and is supported by the environment (Hidi & Renninger, 2006; Krapp, 2002).”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, methodology): “…survey, and longitudinal studies have provided evidence to confirm the positive effects of this type of autonomy support on students’ interest and engagement (Deci et al., 1991; Krapp, 2002a, 2005; Reeve, 2002; Ryan & Deci, 2000b; Trouilloud, Sarrazin, Bressoux, & Bois, 2006; Urdan & Turner, 2005).”
Fulfilment of the Basic Psychological Needs of Student Teachers during Their First Teaching Experiences. (2008, unknown): “In addition, broadening the possibilities of influencing the social character of the learning environment (Deci & Ryan, 1985; Krapp, 2002; Skinner & Belmont, 1993), and the use of strategies aimed at increasing involvement and a positive group attitude (cf.”
The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance (2008, background): “Nine other items assessed students’ feelings about and personal valuing of the course material (hold; Krapp, 2002; Schiefele, 1991). Durik, Linnenbrink, Barron, Tauer, and Harackiewicz (2006) conducted exploratory and confirmatory factor analyses with these items and demonstrated that catch and hold”
Enhancing interest and performance with a utility value intervention. (2010, unknown): “, meaning) and affective (feeling) components of interest (Alexander, Jetton, & Kulikowich, 1995; Harp & Mayer, 1997; Kintsch, 1980; Krapp, 2002; Schiefele, 1996), and between short-term or situation-specific interest (i.”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “In principle, any object (e.g., material objects, types of engagement, topics; Krapp, 2002a) with which a person interacts is an object of potential interest.”
Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest. (2007, unknown): “Once a person attends to a task, interest can develop or deepen if the material becomes infused with value (Brophy, 1999; Hidi & Harackiewicz, 2000; Krapp, 2002; Renninger , 2000).”