Motivating the Academically Unmotivated: A Critical Issue for the 21st Century

By Suzanne Hidi, Judith M. Harackiewicz. 2000

1,727 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/98547111ac54fdf8a5ba2e03018d33f0d8e113c3

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The Roles of Instructional Practices and Motivation in Writing Performance (2007, background): “These conditions usually involve novelty, surprise, and uncertainty (Ainley, Hidi, & Berndorff, 2002; Hidi & Harackiewicz, 2000).”
The Four-Phase Model of Interest Development (2006, background): “A person with an individual interest can also experience situational interest given appropriate levels of environmental stimuli (Renninger & Hidi, 2002; also see discussions in Bergin, 1999; Hidi & Harackiewicz, 2000).”
Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners (2017, background): “At the same time, there is growing concern about student motivation within formal education and how educators might support 21st century students (Hidi & Harackiewicz, 2000).”
Revision of achievement goal theory: Necessary and illuminating. (2002, background): “…based on their review of the literature, and some of their conclusions diverged from those we have drawn in recent reviews of studies using explicit or recategorized performance-approach goal measures (Elliot, 1999; Harackiewicz et al., 1998; Hidi & Harac- kiewicz, 2000; Pintrich, 2000c).”
Developing the theory of formative assessment (2009, background): “Finally activating students as owners of their own learning brings in metacognition (Hacker et al. 1998), motivation (Ryan and Deci 2000), interest (Hidi and Harackiewicz 2000), and attribution (Dweck 2000) as well as self-assessment.”
Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation (2006, background): “In contrast, the match perspective (e.g., Hidi & Harackiewicz, 2000; Sagiv & Schwartz, 2000) suggests that intrinsic goal framing will promote learning and performance among intrinsic-goal oriented individuals, whereas extrinsic goal framing will yield learning benefits for individuals who have an”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “In particular, encouraging students to make connections between their lives and science lessons can increase both course interest and grades for students with low success expectations (Hidi & Harackiewicz, 2000; Hulleman & Harackiewicz, 2009).”
Factors affecting the motivation of Turkish primary students for science learning (2011, result): “This result is consistent with other studies conducted by Hidi and Harackiewicz, 2000; and Singh et al., 2002.”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, positive): “Thus, we focus primarily on research that explains educational choices, preferences, and interests, all of which are strong predictors of academic participation in the U.S. (Hidi, 2006; Hidi & Harackiewicz, 2000; C. L. Morgan, Isaac, & Sansone, 2001).”
Enhancing interest and performance with a utility value intervention. (2010, background): “These students may have a more difficult time maintaining interest and thus require external support to maintain task engagement (Hidi & Harackiewicz, 2000; Hidi & Renninger, 2006).”
The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest (2010, background): “We therefore endorse the perspective that interest is an important outcome, and we believe that it is a crucial component of success in academics, sports, or other areas of our lives (Harackiewicz, Durik, & Barron, 2005; Hidi & Harackiewicz , 2000; Maehr, 1989; Nicholls, 1979).”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “Indeed, catering to the personal interests of a heterogeneous group of students who differ in their interests can be challenging and time-consuming (Hidi & Harackiewicz, 2000).”
The validity of formative assessment (2011, background): “assumption in many UK and North American schools ( Hidi and Harackiewicz, 2000; ARG, 2002b).”
Motivation Interventions in Education (2016, background): “Certainly, helping students develop optimal motivation is an important goal in its own right; in fact, many argue that it is even more important than standardized metrics such as test scores (Eccles et al., 1983; Hidi & Harackiewicz, 2000; Nicholls, 1979; Ryan & Brown, 2005).”