Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation

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A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Past and current research connects higher levels of student engagement with increased levels of students’ academic achievement and future success in school and beyond (e.g., Finn, 1993; Harackiewicz et al., 2002; Ladd & Dinella, 2009).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “, liking, enjoyment) may not be appropriate (Berridge et al., 2009; Ernst & Spear, 2009; Harackiewicz et al., 2002; Turner & Silvia, 2006).”
Within-Grade Changes in Korean Girls' Motivation and Perceptions of the Learning Environment Across Domains and Achievement Levels. (2005, neutral): “Response to Harackiewicz et al. (2002).”
The Four-Phase Model of Interest Development (2006, background): “Phase 1: Triggered Situational Interest Triggered situational interest refers to a psychological state of interest that results from short-term changes in affective and cognitive processing (Hidi & Baird, 1986, 1988; Mitchell, 1993): 1.”