Gender and interest processes in response to literary texts: situational and individual interest

By Mary D. Ainley, Kylie Hillman, Suzanne Hidi. 2002

184 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/edcd5245e447eff8cf4ece682e3f1f55a9c9ea16

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Interest, Learning, and the Psychological Processes That Mediate Their Relationship. (2002, background): “Similar patterns of variation in topic interest were reported from a study of 10th-grade students’ responses to literary texts ( Ainley, Hillman, & Hidi, 2002 ).”
Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, background): “Research studies examining gender differences (Asher and Markell 1974 ; Ainley, Hillman, and Hidi 2002 ; Logan and Johnston 2009 ; Oakhill and Petrides 2007 ; Williams et al.”
Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference (2006, background): “The concept of interest has received considerable attention in motivational research during the past 15 years (e.g., Renninger, 1992; Hidi & Berndroff, 1998; Ainley, Hillman, & Hidi, 2002; Renninger, Ewen, & Lasher, 2002).”
Students' motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading (2013, background): “, Astleitner, 2000). The present studies added to this research by investigating the potentially adaptive effects of negative-activating emotional states in the context of academic challenge. According to Pekrun's (2006) social-cognitive, control-value theory of academic emotions, students' appraisa”
RESEARCH REPORT (2004, background): “Firstly, previous studies of situational interest have focussed mainly on reading (for example, Ainley et al. 2002) or mathematics (Mitchell 1997) whereas studies of situational interest in science classrooms are notable by their absence.”