Research on Importance and Interest: Implications for Curriculum Development and Future Research

By S. Wade. 2001

86 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ee722053a24a25361289b9a54dc144fc64ac0495

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In Developmental and Educational Psychology

In Literature and Literary Theory

Citations in the corpus

Connecting with Learning: Motivation, Affect and Cognition in Interest Processes (2006, background): “Researchers adopting this perspective have documented specific stimulus characteristics likely to be associated with arousal of a temporary state of interest (Bergin, 1999; Hidi, 1990; Hidi & Renninger, 2006; Mitchell, 1993; Schraw & Lehman, 2001; Wade, 2001 ).”
Motivational Influences on Transfer (2006, background): “Seductive details, which are highly interesting segments of text conveying nonessential information (Wade, 2001), are another example of interest-getters that seem unlikely to foster learning for transfer.”
Predictors and outcomes of situational interest during a science learning task (2013, background): “the task are also likely to activate students’ own experiences or prior knowledge on the content, which in turn may create feelings of familiarity, meaningfulness and utility value of the learning material (Hulleman et al. 2010; Wade 2001).”
Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities (2006, background): “This approach builds on recent interest research that considers interest from the perspective of the situation, or situational interest, and also from the perspective of the individual person, or individual interest (Alexander, 1997; Bergin, 1999; Hidi, Renninger, & Krapp, 2004; Schraw & Lehman, 200”
Interesting things and curious people: Exploration and engagement as transient states and enduring strengths. (2009, background): “…they differ in some small ways, theories of situational interest generally propose a long list of factors that predict interest; in the context of reading, the list includes variables like concreteness , coherence, ease of comprehension, vividness, and novelty (Hidi, 2001; Krapp, 1999; Wade, 2001).”
Motivation to Learn in General Education Programs (2005, background): “A student’s interest in a topic or activity is “specific, develops over time, is relatively stable, and is associated with personal significance, positive emotions, high value, and increased knowledge” (Wade, 2001, p. 245).”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “Given the common occurrence of reading challenge in middle school classrooms (Bintz, 1997; Ivey & Broaddus, 2000) and the detrimental outcomes of excessive challenge on motivation and persistence (Deci & Ryan, 1985; Shernoff et al., 2003; Wade, 2001), it is important to consider the potential factor”