What makes lessons interesting?: The role of situational and individual factors in three school subjects

By Y. Tsai, M. Kunter, O. Lüdtke, Ulrich Trautwein, Richard M. Ryan. 2008

411 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/cea2b3ad2c0352d386f4294a661a1b2a20427b00

How researchers see this paper

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

In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Of interest, this kind of buffering has been mentioned by interest researchers using measures other than brain activation as well (Katz et al., 2006; Tsai et al., 2008).”
Expectancy-value theory: retrospective and prospective (2010, background): “Watt (2004) examined gender differential trajectories in the associations between talent perceptions, intrinsic value, utility value, success expectancies, perceptions of difficulty, and effort required in math and English in 7th–11th grade Australian students. She found that males generally rated t”
Emotions as Drivers of Learning and Cognitive Development (2011, background): “Autonomy support: Tasks and environments supporting autonomy can increase perceived control and, by meeting needs for autonomy, the value of related achievement activities ( Tsai, Kunter, Ludtke, & Trautwein, 2008 ).”
Homo Curious: Curious or Interested? (2019, neutral): “Tsai et al. 2008 –”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “( 2001 ) found ( using HLM ) that students ' ability beliefs in math and reading predicted positive change in students ' valuing of math and reading ( change was measured as the difference between the students ' current and previous year ' s valuing of math and reading ) .”
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, methodology): “Two control-related appraisals were assessed during class: pace of instruction [“At the moment, the teacher is going so fast that I have difficulty following”] and perceived choice [“At the moment, I feel that I am provided with choice and options”] (Goetz, Lüdtke et al. 2013; Kunter and Baumert 200”
Autonomy, competence, and relatedness in the classroom (2009, background): “Tsai et al. (2008) assessed seventh grade German public school students’ experiences of interest in three school subjects.”