Situational and individual interest.

By Ulrich Schiefele. 2009

446 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d6909f04b6d484cc82a5c2496753c0cd63afed28

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Engaging in Science: A Feeling for the Discipline (2016, background): “Eccles, Schiefele, and colleagues (Schiefele, 2001, 2009; Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006), for example, described interest in terms of students’ expectancies and perceived value of a task or an activity.”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, methodology): “According to the person-object theory of interest, individual interest needs to be distinguished from situational interest (see Hidi, Renninger, & Krapp, 2004; Schiefele, 2009).”
Research on Interest in Science: Theories, methods, and findings (2011, background): “cognitive and emotional categories (Gardner, 1996; Hidi, Renninger, & Krapp, 2004; Schiefele, 2009).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, methodology): “…values; Anderman, Austin, and Johnson (2002), Elliot (2005), Hidi and Harackiewicz (2000), and Maehr and Zusho (2009) review the work on achievement goal orientations; and Krapp (2002), Hidi and Renninger (2006), Renninger and Hidi (2002), and Schiefele (2009) discuss the work on interest.”
Homo Curious: Curious or Interested? (2019, background): “For instance, Schiefele (2009) claimed that situational interest demonstrates characteristics typical of an emotion, such as facial expressions, being a physiological state (e.g., the level of activation), subjective experience (e.g., being fascinated or caught up in something), certain behaviors…”
Toward an Integrated Framework of Multiple Text Use (2019, background): “The role of interest in reading comprehension has long been an area of study (Alexander et al., 1994b; Hidi, 2001; Schiefele, 2009).”
Expectancy-value theory: retrospective and prospective (2010, background): “This component is similar in certain respects to notions of intrinsic motivation and interest (see Hidi & Renninger, 2006; Ryan & Deci, 2000; Schiefele, 2009) in that when children intrinsically value an activity they often become deeply engaged in it and can persist at it for a long time.”
Adaptive Motivation and Emotion in Education (2016, background): “Like competence beliefs, value beliefs also predict academic outcomes, including persistence, performance, and choice of activities (Linnenbrink-Garcia & Patall, 2016; Schiefele, 2009; Wigfield & Cambria, 2010).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “In his consideration of the relation among situational interest, individual interest, and intrinsic motivation, U. Schiefele (2001, 2009) defined individual interest as a “set of valence beliefs.””
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, methodology): “…theory (Renninger & Hidi, 2016; Schiefele, 2009), which suggests that students work harder when they are intrinsically interested in the material, or if the lesson itself elicits situational interest in the learner (Brom et al., 2019; Mayer, 2008; Schiefele, 2009; Wigfield, Tonks & Klauda, 2016).”
Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “…(Loewenstein 1994), the four-phasemodel of interest development (Hidi and Renninger 2006; for an updated version, see Renninger and Hidi 2016), the expectancyvalue approach to interest (Schiefele 2009;Wigfield and Cambria 2010), and the self-regulation of motivation model (Sansone and Thoman 2005).”
Learning Science in Immersive Virtual Reality (2018, background): “The case for using immersive VR for teaching of scientific material is grounded in interest theory and self-efficacy theory (Dewey, 1913; Schiefele, 2009).”