The Power of Interest for Motivation and Engagement

By K. Ann Renninger, Suzanne Hidi. 2015

737 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e3956811d2a933e9f845693cc51085618d8d784d

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In Cognitive Neuroscience

Citations in the corpus

A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “…and Hidi 2016; Wentzel and Miele 2016) suggest that an understanding of how to harness the emotional appeal of e-learning tools is a central issue for learning and instruction, since research shows that initial situational interest can be a ﬁrst step in promoting learning (Renninger and Hidi 2016).”
Homo Curious: Curious or Interested? (2019, background): “Curiosity and situational interest are marked by contrasting emotional valence (Markey and Loewenstein 2014; Renninger and Hidi 2016).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “Numerous studies including those from neuroscience relate interest to learning, including attention, curiosity, continuing inquiry, and school achievement (Renninger & Hidi, 2015).”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “The study’s theoretical foundation is based on motivational theories concerning interest (e.g., Pekrun, 2006; Renninger & Hidi, 2016; Schiefele, 2009), cognitive theories, such as the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2009, 2014), the Embodied Cognition framework (Wilson, 2002),…”
To Level the Playing Field, Develop Interest (2020, background): “Observing how frequently individuals opt to voluntarily reengage with the content in question, together with the depth of their engagement, reliably indicates whether an interest is less or more developed (Renninger & Hidi, 2016).”
Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, methodology): “…is a fundamental issue for learning and instruction because research shows that initial situational interest can be a ﬁ rst step in promoting learning (Renninger & Hidi, 2016) and the learner's emotional reaction to instruction can have a substantial impact on academic achievement (Pekrun, 2016).”
Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017, background): “The first phase is called ‘‘triggered situational interest” and entails that a person’s situational interest for a particular topic can be sparked by presenting features such as novelty or surprising information (Renninger & Hidi, 2016).”
Interest development, self-related information processing, and practice (2021, methodology): “…level of their students’ interest in the way that their students engage: whether they opt to return to working with content overtime, the increasing depth of their engagement, whether they voluntarily engage, and if they will do so independently (Renninger & Hidi, 2016; Renninger & Wozniak, 1985).”
Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017, background): “…emotions in the classroom is particularly relevant because they are at the core of students’ intrinsic motivation and interest (Deci & Ryan, 1985; Renninger & Hidi, 2016) and thus indispensable for students’ willingness to engage in academic con- This article was published Online First December…”
The Role of Situational Interest in Personalized Learning (2018, background): “The results obtained provide support for the four-phase model of interest development (Hidi & Renninger, 2006; Renninger & Hidi, 2016), and provide important insight into the number, length, and quality of situational interest-triggering events that may be required to show effects on individual…”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “…the search for answers to the problem stimulates curiosity questions—self-generated questions that can promote the development of deeper interest—while requiring students to acquire and organize new knowledge about the topic, which can promote both interest and learning (Renninger & Hidi, 2016).”
Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “However, the role of reward processing in curiosity and interest has been somewhat overlooked in the literature of educational psychology, except for a few notable exceptions (e.g., Ainley and Hidi 2014; Hidi 2016; Renninger and Hidi 2016).”