Interest and self-regulation: Relationships between two variables that influence learning.

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Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, background): “However, in most of these studies, interest was viewed as a target or an outcome of regulation rather than a facilitator of the process (Hidi & Ainley, 2008; Sansone & Thoman, 2005).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, unknown): “…variables, such as goals (Harackiewicz et al., 2008; Renninger, Bachrach, & Posey, 2008), self-efficacy (Nieswandt, 2007), self-regulation (Sansone, 2009; Sansone, Weir, Harpster, & Morgan, 1992; see Hidi & Ainley, 2008), and achievement value (Frenzel et al., 2010; see Wigfield & Cambria, 2010).”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “The relationship between interests and self-regulation is investigated in the literature from several perspectives (e.g., Hidi & Ainley, 2008).”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “Defined in terms of the relation to particular content self-representation details learners’ age-related understanding of themselves and their interactions, whereas phase of interest describes the learners’ cognitive and affective connections to content.”