Connecting with Learning: Motivation, Affect and Cognition in Interest Processes

By Mary D. Ainley. 2006

443 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ba9d9b874ba04b304e451f5953bb0738b1f8b1b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “Interest involves alertness, attention and concentration and is a relation between a person and the task or topic (Ainley 2006).”
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences (2014, background): “Flow and enjoyment are both posited to contribute to learning (e.g., Ainley, 2006; Cordova & Lepper, 1996; Garris et al., 2002; Malone & Lepper, 1987; Pekrun & Stephens, 2012).”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, methodology): “…fluctuates both during a given learning activity and across longer periods of time (e.g., an academic semester), measuring interest at a single point in time or averaging interest across time can miss important patterns of variability (Ainley, 2006; Ainley & Patrick, 2006; Sansone & Thoman, 2005b).”
Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class (2013, background): “Survey approaches provide a retrospective view of the event, which is not necessarily the same as the state experienced while doing the task (Ainley, 2006).”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “Thus, being in a state of interest means that affective reactions, perceived value, and cognitive functioning intertwine, and that attention and learning feel effortless (Ainley, 2006; Dewey, 1913; Hidi, 2006).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “These results are consistent with the viewpoint that the interest stimulated by a learning task influences students‘ selective attention, effort, willingness to persist at the learning task, and achievement (Ainley, 2006; Hidi, 2001; Schraw & Lehman, 2001).”
Affective learning: A taxonomy for teaching social work values (2010, background): “Much of the research on affective learning has concerned itself with providing strategies to enhance external conditions that promote motivation, attention, and retention (Ainley, 2006; Bye, Pushkar, & Conway, 2007; Flowerday & Schraw, 2003; Keogh, 1998; Miller, 2005; Stone & Glascott, 1997).”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “Ainley (2006) argued that it is important to distinguish both affective traits and states in learning to acknowledge that they can have combinatory as well as independent roles in the learning process.”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “1037/a0019318 Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391–405. Allington, R.L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., et al. (2010). Addressing summer reading setback amon”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “…to reengage particular disciplinary content (science, chess, soccer; henceforth, content2) over time and the psychological state that accompanies this engagement (cf. Hidi & Renninger, 2006; see also Ainley, 2006; Alexander, 2004; Dewey, 1913; Krapp, Hidi, & Renninger, 1992; Silvia, 2006).”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “Other researchers have noted the methodological weaknesses of measuring interest in the task after reading, as interest can be confounded by changes in interest during the task, knowledge gained from reading, the outcome of the task, and in this study, choice of topics (Ainley, 2006; Alexander & Jet”
Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class? (2010, background): “Ainley (2006) noted that students’ engagement with learning was triggered by their learning motivation and influenced by affective states.”
Improving student engagement: Ten proposals for action (2010, background): “This assumes that students are their own learning agents, able to achieve their goals (Ainley, 2006; Schuetz, 2008; Yorke and Knight, 2004). Self-belief is reported as a key attribute in motivation. Yorke and Knight (2004) found that the self-theories learners bring to their learning impact motivati”
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, methodology): “However, drawing from the work of Ainley (2006), we propose that emotions experienced while reading be conceptualized in two distinct ways, encompassing both engagement and motivational functions.”