Student engagement with science in early adolescence : the contribution of enjoyment to students' continuing interest in learning about science

By Mary D. Ainley, John Ainley. 2011

525 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ab87301fb6a1e653da3a1a0f3619899bbc6882db

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory. (2016, background): “Although situational and individual interests can interact (Ainley & Ainley, 2011), students’ perceptions of their situational and individual interest can be considered to be somewhat independent of one another.”
Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, background): “At the same time, this trait is often measured as interest in learning about a specific domain or topic (Ainley and Ainley 2011; Kjærnsli and Lie 2011), aligning it more closely with research on interest than research on personality traits.”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “…enjoyment of learning is, in turn, associated not only with self-regulatory strategy use but also with students’ interest, motivation, reported current and future engagement (e.g. Ainley & Ainley, 2011; Pekrun et al., 2002b), learning retention and lower dropout rates (e.g. Lee & Choi, 2013).”
Why school students choose and reject science: a study of the factors that students consider when selecting subjects (2017, background): “According to Ainley and Ainley (2011), students’ interest in and enjoyment of science are closely related.”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “…of curiosity on learning has taken place in domaingeneral contexts (e.g., learning trivia facts; McGillivray et al. 2015; Kang et al. 2009), or has examined curiosity during text-based processing (Ainley and Ainley 2011; Bowler 2010; Grossnickle 2014; Knobloch et al. 2004; Trevors et al. 2017).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “…et al., 2011; Turner & Silvia, 2006), much of the research on the phenomena of situational interest and boredom has focused on variation in these constructs between individuals (e.g., Ainley & Ainley, 2011; Chen, Darst, & Pangrazi, 2001; Daschmann, Goet, & Stupnisky, 2011; Pekrun et al., 2010).”
A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Therefore, situational engagement measurement differs from retrospective or one-time measurements (e.g., Ainley & Ainley, 2011).”
The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, background): “Likewise, Ainley and Ainley (2011) found students' enjoyment of science (i.e., achievement emotions) among other factors to positively predict an interest in learning more about science topics.”
Gender study on the relationships between science interest and future career perspectives (2018, methodology): “The phase of well-developed individual interest has been the focus of several investigations on students’ interest in learning science (e.g. Ainley & Ainley, 2011a; Swarat, Ortony, & Revelle, 2012).”