Student Interest and Achievement: Developmental Issues Raised by a Case Study

By K. Ann Renninger, Suzanne Hidi. 2002

285 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ebaaab9bcd341108bf0b9459ae47b953e290becb

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of Situational Interest in Personalized Learning (2018, background): “…are interested in a task or activities, they engage longer and with more effort and productive learning behaviors including generative questioning, selfregulation, deep strategy use, and problem-solving (Lipstein & Renninger, 2006; Mitchell, 1993; Renninger & Hidi, 2002; Renninger & Shumar, 2002).”
Exploratory Orientation as an Educational Goal (2006, background): “Such exploration should be fa- cilitated by the educational environment: “Sam needs to continue to receive support and feedback that enables him to continue to refine, develop, and sustain his interest” (Renninger & Hidi, 2002, p. 189).”
On Passion for Life Activities (2010, background): “The concept of passion is also related to other psychological concepts such as flow (Csikszentmihalyi, 1978), talent-related activities (Rathunde, 1996), well-developed interests (Renninger & Hidi, 2002), and commitment (Meyer & Allen, 1997).”
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, background): “If a person has positive experiences while engaging in mathematics, his or her individual interest in this domain can be improved (Mitchell, 1993; Renninger & Hidi, 2002).”
On the Psychology of Passion: In Search of What Makes People's Lives Most Worth Living (2008, background): “…has some ties with other concepts such as those of flow (Ciskszentmihalyi, 1978), talent-related activities (Rathunde, 1996; Rathunde & Ciskszentmihalyi, 1993), welldeveloped interest (e.g., Renninger, 1992; Renninger & Hidi, 2002), and intrinsic and extrinsic motivation (Deci & Ryan, 2000).”
Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference (2006, background): “…investment in interest-related tasks ∗Authors for correspondence: E-mail: katzid@bgumail.bgu.ac.il and assor@bgumail. bgu.ac.il (Prenzel, 1992; Renninger & Hidi, 2002), self perceived ability in interestrelated subjects (Hannover, 1998), and motivation to learn (Schiefele, 2001) More…”
The Four-Phase Model of Interest Development (2006, background): “Based on previous engagement, the student values the opportunity to reengage tasks for which he or she has a well-developed individual interest and will opt to pursue these if given a choice (Renninger, 1989, 1990; Renninger & Hidi, 2002; Renninger & Leckrone, 1991; Renninger et al., 2004).”
Situational interest and learning: Thirst for knowledge (2014, background): “…positively affects student learning and knowledge attainment (Ainley, 2006; Ainley et al., 2002; Hidi, 1990, 2006; Hidi & Harackiewicz, 2000; Renninger & Hidi, 2002), there is surprisingly little research showing that situational interest actually has a positive effect on knowledge…”
Measuring Situational Interest in Academic Domains (2010, unknown): “…affect interest (e.g., Ainley, Hidi, & Berndorff, 2002; Alexander, Fives, Buehl, & Mulhern, 2002; Bergin, 1999; Del Favero, Boscolo, Vidotto, & Vicentini, 2007; Durik & Harackiewicz, 2007; Hidi & Harackiewicz, 2000; Hidi & Renninger, 2006; Hoffmann, 2002; Krapp, 2002; Renninger & Hidi, 2002).”
What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, background): “possessed a well-developed sense of competence in math, so new utility value information was motivating (Krapp 1999; Renninger and Hidi 2002).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Importantly , Renninger and Hidi ( 2002 ) and Mitchell ( 1993 ) stated that interest comes from the interactions of individuals with the activities and contexts they experience .”
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science (2015, background): “Thus, significant others, the organisation of the environment and a person's inner motivational resources can support interest development (Renninger & Hidi, 2002; Sansone & Smith, 2000).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “…not always aware of his or her interest during engagement; the learner may not be aware of his or her interest being triggered, and in later phases of interest the learner may be so absorbed that he or she is not metacognitively aware during engagement (e.g., Krapp, 2005; Renninger & Hidi, 2002).”
Interest development, self-related information processing, and practice (2021, background): “Subsequently, Renninger et al. (2014) examined the role of using open-ended ICAN prompts (e.”