The Cambridge Handbook of Motivation and Learning

By K. Ann Renninger, Suzanne Hidi. 2019

117 citations recorded by the source corpus.

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9ed9cb3ae0351a83d4d649093ebac70616cca5a8

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In Developmental and Educational Psychology

Citations in the corpus

Homo Curious: Curious or Interested? (2019, background): “People with individual interest are committed to deepening their understanding and are able to regulate their learning (Hidi and Renninger 2006; Renninger and Hidi 2019).”
To Level the Playing Field, Develop Interest (2020, background): “The interviews revealed that those who began the course with less-developed interest needed the support provided by the life science topic (e.g., optics) as a way to make the to-be-learned physics meaningful (Renninger & Hidi, 2019).”
Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research (2019, background): “…the role of knowledge (e.g., Grossnickle 2016; Hidi and Renninger 2006); their goals and outcomes (Grossnickle 2016; Markey and Loewenstein 2014; Shin et al. 2019); their effects on memory (Fastrich et al. 2018; McGillivray et al. 2015); and their duration (Ekeland and Dahl 2016; Hidi and…”
Interest development, self-related information processing, and practice (2021, background): “As depicted in Figure 1, learners in the earlier phases of interest development are likely to require the support of other people or the design of the environment to experience content that they want to return to (see Renninger & Hidi, 2019).”