An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation.

By Suzanne Hidi. 2000

406 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b4ba066cf589ca0262709b84715467a148ba6898

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective. (2002, background): “According to Hidi (2000), this "psychological state" involves focused attention, increased cognitive functioning, persistence, and affective involvement.”
Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school (2014, background): “However, on average, these interests decline during the school course (e.g., Dotterer et al., 2009; Hidi, 2000; Jacobs, Lanza, Osgood, Eccles,&Wigfield, 2002).”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “A sustained interest in an activity or topic leads to increased persistence, positive affective engagement, and the tendency to direct attention to the object/event of interest over and above other choices (Hidi, 2000; Hidi & Renninger, 2006).”
Individual and Situational Interest: The Role of Gender and Skill☆ (2002, background): “Interest is defined as a psychological state characterized by a high level of attention, intensive effort, and prolonged engagement with an activity and accompanied by feelings of pleasure and a sense of achievement (Hidi, 2000; Renninger, 2000).”
How Teens Become Engaged in Youth Development Programs: The Process of Motivational Change in a Civic Activism Organization (2006, background): “Hidi (2000) theorizes that interest in a topic develops in two stages.”
Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “…itself, individual interest refers to a particular person and content relation, whereas intrinsic motivation more typically refers to a person's approach to a range of contents both in the moment and overtime (see extended discussions in Hidi, 2000; Hidi & Harackiewicz, 2001, and Renninger, 2000).”
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, methodology): “The participants selfreported teaching methods, control-related appraisals, and emotions, which were assessed through a computer-based experience-sampling method (see Hidi 2000).”
Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators (2005, background): “An important distinction between social–cognitive theory and other approaches is that achievement-based rewards can lead directly to greater involvement and interest, a view supported by Hidi (2000).”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, background): “Interest losses have been explained by factors inherent in age-related changes, such as increased task complexity, demands for effort, and a resultant lack of the intrinsic attractiveness of academic contents (Hidi, 2000; Zimmerman & Kitsantas, 1999) as well as changes in social relationships during”
Gender and Interest-Based Motivation in Learning Dance. (2003, background): “Its effect is often short-lived (Hidi, 2000).”
The Four-Phase Model of Interest Development (2006, background): “…have been the primary focus of educational research to date: situational and individual interest (e.g., Alexander, Kulikowich, & Schulze, 1994; Hidi, 1990, 2000; Krapp, 2000; Krapp, Hidi, & Renninger, 1992; Renninger, 1990, 2000; Schraw & Lehman, 2001).4 Situational interest refers to focused…”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “…interactions or circumstances that can result in the reorganization of learner thinking by promoting uncertainty, surprise, novelty, complexity, or incongruity about the content in question (Berlyne, 1960; see also Durik & Harackiewicz, 2007; Hidi, 2000; Renninger, Bachrach, & Posey, 2008).”
Reading for Pleasure: A Research Overview. (2006, background): “Studies have linked intrinsic reading motivation to: • Greater reading frequency and greater breadth of reading (Hidi, 2000) • Greater reading enjoyment (Cox & Guthrie, 2001; Wang & Guthrie, 2004) • Greater retention of key information (Guthrie et al., 1998) • Greater persistence in coping with…”
Correlates of intellectual risk taking in elementary school science (2009, positive): “Scholars have distinguished between two forms of interest, situational interest and individual (sometimes called personal ) interest (see Hidi, 2000; Renninger, 2000; Schiefele, 1991 for a review).”