Basic needs and the development of interest and intrinsic motivational orientations

By Andreas Krapp. 2005

591 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8090d42f68bb1bbd6649fb74ed6a1c891ff348a5

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “The experience of competence increases intrinsic motivation and interest in the learning activity (Krapp 2005; Kunter et al. 2007), and to a lesser extent, it enhances achievement (Miserandino 1996).”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, background): “In addition, they direct both interest development and motivation (Izard, 2009; Krapp, 2005; Pekrun, Goetz, Titz, & Perry, 2002) as well as the use of cognitive resources (Derakshan & Eysenck, 1998; Easterbrook, 1959; Eysenck & Calvo, 1992; Eysenck, Derakshan, Santos, & Calvo, 2007; Humphreys &…”
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006, background): “While some work is being done to understand how an interest changes from one form to another, much of the work has focused on the role of internal motivational processes such as basic needs of competence, autonomy, and relatedness [Krapp, 2002, 2005].”
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006, background): “First, the development of values can be promoted by shaping instructional material, assigned tasks, and classroom interaction such that they meet the needs of students (Krapp, 2005).”
STEM Learning through Engineering Design: Impact on Middle Secondary Students’ Interest towards STEM (2016, background): “As stated by Krapp (2005), the quality of experience during task completion is also an important factor for the development of students’ intrinsic motivation.”
The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness (2014, background): “The fulfilment of this need, in turn, enables individuals to develop intrinsic motivation and interest (Deci & Ryan, 1991; Krapp, 2005).”
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. (2007, background): “We believe that teachers can promote the development of values by shaping instructional material, assigned tasks, and classroom interaction (Krapp, 2005), using authentic learning tasks and providing a classroom discourse that engages all students.”
The Impact of Gender on Interest in Science Topics and the Choice of Scientific and Technical Vocations (2011, background): “Interest in science is not only seen as an important precondition for successful learning, it may also have a major influence on students’ choice of the vocational education or the field of study as well.”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “In addition, experiences of competency seem to be essential for the judgment of interest in subject–object interactions (Krapp, 2005).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Krapp (2005, 2007) has suggested that interest development occurs through either conscious cognitive processes or less conscious or subconscious factors.”