Developing and Fostering Passion in Academic and Nonacademic Domains

By Jennifer Fredricks, C. Alfeld, Jacquelynne S. Eccles. 2010

130 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bf0de692d5cc64fc35fa965f61654057c95ac213

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “As noted previously, such situations can provoke devaluation, boredom, and disengagement (Fredricks et al., 2010; Plucker & McIntire, 1996), suggesting that decreased challenge may further push students in this pathway toward underachievement.”
Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students (2014, background): “Contexts that encourage interest and passion are characterized by teachers who model enthusiasm, courses and assignments that present adequate challenge, and tasks that are meaningful, varied, and cognitively complex (Fredricks et al., 2009).”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, background): “One promising start on such an effort has been contributed by Fredricks et al. (2010), who interviewed more than 60 students about their perceptions of passion for learning in different academic, athletic, and arts-related settings.”
Entrepreneurial Passion: A Review, Synthesis, and Agenda for Future Research (2019, background): “For example, Fredricks, Alfeld, and Eccles (2010) defined a person to be passionate if they report wanting to do the activity all the time, are intensely involved in the activity, experience emotional release through the activity, invest much time and energy into doing the activity, and identify…”