Interest, Reading, and Learning: Theoretical and Practical Considerations

By Suzanne Hidi. 2001

502 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9999c3de744fa9f21acb37da41137b4d67c68f5a

How researchers see this paper

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

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Interest is now recognized to be a critical cognitive and affective motivational variable that guides attention (Hidi, 2001; McDaniel, Waddill, Finstad, & Bourg, 2000; Renninger & Wozniak, 1985; Schaffner & Schiefele, 2007; Silvia, 2005), facilitates learning in different content areas (Ainley et al”
How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics (2012, background): “Items 7 and 8 asked participants if they would recommend the lesson to their friends and other students and whether they would like to study similar lessons (Hidi, 2001).”
Social Influences on Interest (2016, background): “When people are interested in a topic or thing, they are more likely to orient toward it, pay attention to it, and learn about it (D. A. Bergin, 1999; Hidi, 2001).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical”
Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆ (2008, background): “Educational researchers have identified two types of interest, namely, personal and situational interest (Alexander & Jetton, 1996; Hidi, 2001, 2006; Hidi & Renninger, 2006).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “These results are consistent with the viewpoint that the interest stimulated by a learning task influences students‘ selective attention, effort, willingness to persist at the learning task, and achievement (Ainley, 2006; Hidi, 2001; Schraw & Lehman, 2001).”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “Preliminary empirical evidence was provided by Jacobson and Spiro (1995), who found that only students who preferred working with complex knowledge in multiple ways and valued active learner construction of knowledge were able to profit from the reading of multiple texts.”
Gender, Context, and Reading: A Comparison of Students in 43 Countries (2006, unknown): “Researchers have distinguished interest in reading in both the situational (i.e., text features or aspects of the environment) and individual (i.e., individual variability in reported pleasure from reading) levels (Hidi, 2001).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “, Hidi , 2001 ; Schraw & Lehman , 2001 ) .”
Developing and Fostering Passion in Academic and Nonacademic Domains (2010, background): “Researchers have distinguished between situational interest, an affective reaction that is trigged by environmental stimuli, and individual interest, or a relatively enduring predisposition to reengage in an activity over time (Hidi, 2001; Hidi, Renninger, & Krapp, 2004; Renninger, 2000).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “Situational interest also seems related to academic performance, particularly recall (Hidi, 2001).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “Through more than a century of education and psychology research, interest, alongside other motivational factors, has been strongly associated with text comprehension (e.g., Alexander, Kulikowich, & Jetton, 1994; Dewey, 1913; Hidi, 2001).”
Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study (2007, background): “Hidi (2001), citing numerous studies supporting this position, suggests that children with individual interests persist longer and are more engaged in learning.”