Individual interest and its implications for understanding intrinsic motivation

By K. Ann Renninger. 2000

651 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/fdf04c0b8652144bba611f1cbbd0800b07c2a672

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, neutral): “…Environmental Science, James Madison University Dennis Schatz, Pacific Science Center Don Duggan‐Haas, Paleontological Research Institution and its Museum of the Earth Life Science Rodger Bybee (Lead), BSCS Bruce Fuchs, National Institutes of Health Kathy Comfort, WestEd…”
Exploratory Orientation as an Educational Goal (2006, background): “When engaged in content related to their well-developed individual interest, students manifest subjective experience of effortless deep engagement in difficult tasks, high concentration and focused attention, initiation of challenge, positive emotion, and enhanced performance (Renninger, 2000).”
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction (2008, background): “This definition puts teacher enthusiasm conceptually very close to the construct of individual interest (Krapp, 2002; Renninger, 2000), a stable orientation taking the form of a specific relationship between a person and an object that is most often characterized by two components, namely feelings…”
Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “This notion is pointed out by Renninger (2000) and is nicely phrased by Loewenstein (1994) as “new information provides ever-changing idea of what there is to be known” (p. 89).”
Developing and Fostering Passion in Academic and Nonacademic Domains (2010, background): “Researchers have distinguished between situational interest, an affective reaction that is trigged by environmental stimuli, and individual interest, or a relatively enduring predisposition to reengage in an activity over time (Hidi, 2001; Hidi, Renninger, & Krapp, 2004; Renninger, 2000).”
To Level the Playing Field, Develop Interest (2020, background): “As individuals begin asking curiosity questions (questions that may or may not be verbalized but are novel to them; Renninger, 2000), the process of addressing their questions leads them to other questions; their interest begins to shift into a later phase of interest—emerging individual interest—an”
Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, background): “Curiosity and interest are also similar in that they are directed toward an object or disequilibrium (Berlyne 1960; Krapp 2002; Renninger 2000).”
Lines of Practice: A Practice-Centered Theory of Interest Relationships (2011, background): “For example, the value and positive affect that an individual nurtures toward an object of interest have been proposed as important factors motivating the person’s continued engagement with the object (e.g., Hidi, 2006; Hidi et al., 2004; Renninger, 1992, 2000).”
The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students (2006, background): “Finally, intrinsic motivation can be influenced by students’ interest in mathematics (Bergin, 1999; Hidi, 2000; Renninger, 2000; Schiefele, 1999).”
Interest as the Missing Motivator in Self-Regulation (2005, background): “As such, our definition of interest is closer to “situational” than “individual” interest (see Renninger, 2000), although it is not derived solely by situational factors.”
Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “He just was not invested in it the same way that he would invest himself in activities for which he has welldeveloped interest (Renninger, 2000; Renninger, et. al, 2002).”
The Four-Phase Model of Interest Development (2006, background): “…or others such as peers, experts, and so on; such support can contribute to increased understanding (Heath & Roach, 1999; Krapp & Lewalter, 2001; Renninger, 2000; Renninger et al., in press) and be presented in the form of tasks or environments that challenge and provide opportunity (Nolan,…”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “…psychological state and an ongoing individual predisposition to engage with particular content; it has moved beyond interest tied to a situation and has become a relatively enduring disposition termed an emerging individual interest (Renninger, 1989, 2000; Hidi & Renninger, 2006; Schiefele, 2009).”
Interest, Reading, and Learning: Theoretical and Practical Considerations (2001, background): “UTILIZING INTEREST IN THE CLASSROOM The literature has shown that individual interest is an important if not a critical factor of academic motivation and learning (see Renninger, 1998, 2000; Schiefele, 1998; Schiefele, 1992).”
Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda (2011, background): “Renninger (2000) suggests that the dynamic interplay between curiosity questions and the phases of interest can lead to successively deeper and more developed levels of engagement and learning.”