The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest

By Judith M. Harackiewicz, Chris S. Hulleman. 2010

268 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/db922ae7ff9706b4e981edc0949e1188b51e1040

How researchers see this paper

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

In Education

1. R. Lazowski
2. A. Belanger
3. Olaf Köller
4. Joyce M. Alexander
5. Chris S. Hulleman
6. Erica S. Weisgram
7. Kathy E. Johnson
8. Amanda Diekman

In Experimental and Cognitive Psychology

1. R. Lazowski
2. Amanda Diekman
3. Olaf Köller
4. Johanna Fleckenstein
5. Jennifer Meyer
6. Erica S. Weisgram
7. A. Belanger
8. Mary Beth Leibham

In Social Psychology

1. R. Lazowski
2. Mary Beth Leibham
3. A. Belanger
4. Olaf Köller
5. Johanna Fleckenstein
6. Jennifer Meyer
7. Joyce M. Alexander
8. Chris S. Hulleman

Citations in the corpus

• Motivation Interventions in Education (2016, background): “…approach that includes observations and interviews (see Brown, 1992; Designbased Research Collective, 2003; Harackiewicz & Barron, 2004; Harackiewicz & Hulleman, 2010; Hulleman & Barron, 2016), intervention studies offer the opportunity to make great advances in our theoretical and…”
• Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, background): “…task value are rare, which is consistent with research showing the success of interventions increasing students utility value to enhance academic effort especially in students with low expectancy beliefs (e.g., Brisson et al., 2017; Hulleman & Harackiewicz, 2009; Harackiewicz & Hulleman, 2010).”
• Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Various studies have demonstrated that interest in a subject matter is positively related to academic achievement (Harackiewicz, Durik, Barron, Linnenbrink–Garcia, & Tauer, 2008; Harackiewicz & Hulleman, 2010; Schiefele, Krapp, & Winteler, 1992).”
• New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “Different kinds of beliefs about subjective task values have been identified (e.g., Chow, Eccles, & Salmela-Aro, 2012; Eccles, 1994; Harackiewicz & Hulleman, 2010), such as intrinsic value (e.g., do I enjoy it?)”