Interest and Identity Development in Instruction: An Inductive Model

By K. Ann Renninger, Ann Renninger. 2009

262 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/7b4daa988e6e67ce75e737b36402beb2b7e91e02

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In Experimental and Cognitive Psychology

In Human Factors and Ergonomics

Citations in the corpus

Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research (2019, background): “Older children and adults, on the other hand, may need more encouragement than a younger person (see Renninger 2009).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Based on interest theory, Renninger (2009) discusses several means through which teachers can support and develop students’ interests in a domain, including: providing support and possibilities for challenge, ensuring that students obtain the content knowledge needed to pose and solve questions in”
Co-Regulation of Student Motivation and Emergent Identity (2009, background): “The identification and pursuit of personal interests inform identity(Hidi & Renninger, 2006; see also Renninger, 2009/this issue) and future aspiration and professional attainments(Tai, Liu, Maltese, & Fan, 2006).”
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, unknown): “In the present investigation, we also extend the I/E model to evaluate its generalizability to intrinsic motivation that is driven by an interest, enjoyment, or positive affect associated with the task itself, rather due to external pressures or as a means to external rewards (Deci & Ryan, 1985; Ecc”
Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains (2019, background): “…relation between former intrinsic value and later self-concept, so teachers and educators should aim to foster students’ intrinsic value through interest promotion in instruction (see for example, Renninger, 2009; Rotgans & Schmidt, 2011), which in turn should boost students’ academic self-concept.”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, background): “A 2009 special issue of Educational Psychologist titled “Motivation and Identity” focused on the potential connections between motivation and identity (Eccles, 2009; La Guardia, 2009; McCaslin, 2009; Renninger, 2009; Roeser & Peck, 2009).”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “In a few articles, the emergence of individual interests as components of the self-system in adolescents is addressed (e.g., Hannover & Kessels, 2004; Hidi & Ainley, 2002; Krapp, 2000; Renninger, 2009).”
Interest development, self-related information processing, and practice (2021, background): “As a person’s interest develops, it is increasingly likely to become an aspect of a person’s identity (Renninger, 2009).”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “The movement from triggered situational interest to “emerging individual interest” may be gradual, require multiple triggers, and may regress (Renninger, 2009).”
The Big-Fish-Little-Pond Effect in Mathematics (2014, background): “…in line with a substantial body of research providing a clear rationale for the separation of self-concept from affective components (e.g., Deci & Ryan, 1985; Eccles, 1983; Eccles & Wigfield, 2002; Feather, 1982; Renninger, 2000, 2009; Renninger, Hidi, & Krapp, 1992; Stipek & Mac Iver, 1989).”
Interest And Its Development (2012, background): “At about 8 to 10 years of age, they begin comparing their own capacities to those of others and then need a different form of support to persevere on tasks that they have not yet tried, or that they are aware others already do at a much more advanced level then they (Renninger, 2009).”
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, background): “Other research on motivation constructs (e.g., Deci & Ryan, 1985; Eccles, 1983; Eccles & Wigfield, 2002; Feather, 1982; Renninger, 2000, 2009; Renninger, Hidi, & Krapp, 1992; Stipek & Mac Iver, 1989) provides a clear theoretical rationale for the separation of competency self-beliefs from affective…”