5 – Interest and Human Development During Adolescence: An Educational-Psychological Approach

By Andreas Krapp. 2000

162 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bc5424fcd81ee644586405a5cd129d70da8f926f

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In Experimental and Cognitive Psychology

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Citations in the corpus

Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics (2006, background): “Situational interest is often a necessary first step in the development of more stable individual interest (Hidi & Renninger, 2006; Krapp, 2000).”
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science (2015, background): “Interest is defined as a person's repeated engagement or focused attention on an object, determined by a specific relationship between person and object and shaped by interactions and the environment (Krapp, 2000; Renninger & Hidi, 2011).”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “Based on the extended expectancy– value theory (Wigfield and Eccles 2000), the theory of individual interest (Krapp 2000), and self-determination theory (Deci and Ryan 2000), we see teacher enthusiasm as the component of intrinsic motivational orientation that all three theories describe as the…”
The Four-Phase Model of Interest Development (2006, background): “…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 attention and the…”
Interest as the Missing Motivator in Self-Regulation (2005, background): “Interest must be experienced in the context of a particular activity (e.g., Krapp, 2000), although the “activity” can change over time, individuals, and situations.”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): ““An interest represents or describes a specific relationship between a person and an object in his or her "life-space"” ( Krapp, 2000, p. 111 ), such as the relationship between a person and mathematics.”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “It relates to specific content and is characterized by positive feelings and values and accompanied by structured knowledge (Krapp, 2000, 2002b; Krapp et al., 1992; Renninger, 2000; Schiefele, 1991).”
Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “With a purpose and autonomous action (Deci &Ryan, 1985, 1987; Krapp, 2000; Skinner t̂. a(., 1990), however, Sam's feelings became more positive.”
What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, background): “Individual interest and expectancies for success often co-occur (Hidi and Renninger 2006; Koller et al. 2001; Krapp 2000; Marsh et al. 2005), but success expectancies have not yet been tested as a moderator of directly-communicated utility value on interest.”
Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school (2014, background): “Because of the high personal value of an interest, a person's interests are a central part of his or her identity (Krapp, 2000, 2002a).”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, background): “INTEREST IN MATHEMATICS: DEVELOPMENTAL TRENDS Theoretical deliberations about interest development proposed by Schiefele (2001), Krapp (2000), Hidi (2000), Baumert and Kö ller (1998), and Todt and Schreiber (1998) concur in predicting interest declines from childhood through to adulthood.”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Despite the recent profusion of interest research, most investigators have tended to focus on adolescents (e.g., Krapp, 2000; Rathunde & Csikszentmihalyi, 1993; Tai, Liu, Maltese, & Fan, 2006) and adults (e.g., Reeve & Hakel, 2000), with little attention given to interests manifested by young…”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “In a few articles, the emergence of individual interests as components of the self-system in adolescents is addressed (eg, Hannover & Kessels, 2004 ; Hidi & Ainley, 2002 ; Krapp, 2000 ; Renninger, 2009 ).”
Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective. (2002, background): “…Learning and Instruction 12 (2002) 383-409 components in the human system of action control support the hypothesis formulated in earlier papers (cf. Krapp, 1996, 1998, 2000) that the development and maintenance of personal interests are directed by two functional systems which mainly act…”
Get an Apprenticeship before School Is Out: How German Adolescents Adjust Vocational Aspirations When Getting Close to a Developmental Deadline (2002, background): “It is important to take into account that this strategy of pragmatic resource use may in many cases have to come up against vocational preference based on individual differences in motives and interests (see also Krapp, 2000; Rheinberg, Vollmeyer, & Burns, 2000).”