Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest.

By Amanda M. Durik, Judith M. Harackiewicz. 2007

296 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9dc24c143452492623a0eaf930077b8c841cf752

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science. (2015, background): “On the basis of this correlational research, researchers have recently begun to manipulate utility value with interventions in the lab, classroom, and home (Acee & Weinstein, 2010; Durik & Harackiewicz, 2007; Harackiewicz et al., 2012; Hulleman et al., 2010; Hulleman & Harackiewicz, 2009).”
Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013, background): “First, the interest spurred by receiving a personalized problem may promote focus of attention, engagement, and persistence (Ainley et al., 2002; Durik & Harackiewicz, 2007; Flowerday et al., 2004; Hidi, 1995; McDaniel, et al., 2000; Renninger & Wozniak, 1985), which may in turn allow for students…”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “…visually stimulating, catchy features such as adding color, varied fonts, and vivid pictures to math tasks enhanced situational interest for students who were low in individual interest, but had a negative effect for students who had more developed interest in math (Durik & Harackiewicz, 2007).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “, Eccles et al., 1983; Wigfield et al., 2006). Their comprehensive research program has examined the influence of value for activity on motivation for achieving in school. Wigfield et al. (2006) summarized findings from this research program as indicating that interest (defined as how much the respo”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “Furthermore, the influence of choice on task interest may also differ depending on general interest for reading ( Durik & Harackiewicz, 2007 ).”
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, methodology): “Thereby, even though our empirical focus is on individuals' task-specific experiences of interest (e.g., “The task was interesting”; Durik & Harackiewicz, 2007) and expectations of success (e.g., “I performed well in the task”; Seegers, van Putten, & de Brabander, 2002), we will in our review also…”
Self-regulation of motivation when learning online: the importance of who, why and how (2011, background): “That is, students with higher individual interest in computers may be more receptive to the added value information, and find the experience more interesting because of the added utility value ( Durik and Harackiewicz 2007 ).”
The Role of Situational Interest in Personalized Learning (2018, background): “…Noh, Rozek, & Harackiewicz, 2015) or high perceived competence in math (Durik et al., 2015; Canning & Harackiewicz, 2015), but it is potentially detrimental for students with low individual interest in math (Durik & Harackiewicz, 2007) or low perceived competence in math (Durik et al., 2015).”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “…(Hidi & Renninger, 2006), which predicts long-term academic and career choices (e.g., Peters & Daly, 2013; Pike & Dunne, 2011), and is heavily influenced by the learning context and therefore amenable to change via short-term interventions (e.g., Durik & Harackiewicz, 2007; Hulleman et al., 2010).”
Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “For anxious teachers, it is possible that the novelty of thinking about the problem rather than about its answer may have triggered the interest of the anxious teachers and enabled them to connect to the content of the Workshop (see related findings in Durik and Harackiewicz 2007 ).”
What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, background): “Although the simple effects were not significant, the pattern was the same as that found in prior research (Durik and Harackiewicz 2007).”
Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter (2018, background): “Thus, it seems likely that students’ attitudes may moderate the potentially beneficial or detrimental effects of visual representations (e.g., Durik & Harackiewicz, 2007; Wang & Adesope, 2016).”
The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance (2008, background): “Durik and Harackiewicz (2007) also found that instructional enhancements designed to hold interest were particularly effective for individuals high in initial interest, offering further experimental support for this analysis.”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “…see Schank, 1979); character identification (Hidi, 2001); entertaining style (Wade, Buxton, & Kelly, 1999); humor (Schraw & Lehman, 2001); fantasy (Durik & Harackiewicz, 2007); collative variables (e.g., surprise, change, incongruity, uncertainty, conflict, complexity; see Berlyne, 1960);…”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “While not mirroring the Durik and Harackiewicz (2007) findings, our findings suggest that some students who come to a MOOC with high individual interest may either find the content does not match their expectations or have problems to self-regulate their learning, and they do not perform as well as…”