Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest

104 citations recorded by the source corpus.

How researchers see this paper

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

Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, methodology): “However, if there is an added advantage of interest-based text preference for engagement and learning (Fulmer & Frijters, 2011), such that it inspires greater attention, concentration, and deeper processing, we expect that participants will report higher engagement and demonstrate greater learning…”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “Indeed, motivation (i.e., interest) has been found to be associated with both behavioral (e.g., persistence) and cognitive (e.g., depth of text processing; Ainley et al., 2002; Alexander et al., 1994; Fulmer & Frijters, 2011; Schiefele, 1999) aspects of text processing.”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, background): “While past research has examined the consequences of task difficulty by manipulating the difficulty of a task (e.g., Fulmer & Frijters, 2011), this research provides no information about students' daily experience of difficult course work within an authentic science classroom.”
Handbook of Research on Learning and Instruction (2011, methodology): “In particular, we examine decisions regarding (a) selection of academic tasks, (b) evaluation of achievement, and (c) grouping students for instruction.”