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Hidi, Suzanne

doi:10.1023/a:1016667621114

Cited by 330 publications

(116 citation statements)

References 69 publications

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“…Ainley, Hidi, & Berndorff, 2002;Harackiewicz, Durik, Barron, Linnenbrink-Garcia, Tauer, 2008;Koeller, Baumert, & Schnable, 2001;Renninger, Ewen & Lasher, 2002;Sansone, Smith, Thoman, & MacNamara, 2012). A substantial body of literature conducted for text-based processing has provided evidence for the benefits of situational interest in supporting engagement and cognitive processing, particularly in the form of enhanced attention and persistence (for reviews see Hidi, 1990Hidi, , 2001Schiefele, 2001Schiefele, , 2009.…”

Section: The Role Of Interest In Engagement and Learning In Schoolmentioning

confidence: 99%

Daily interest, engagement, and autonomy support in the high school science classroom

Patall

Vasquez

Steingut

et al. 2016

Contemporary Educational Psychology

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Section: The Role Of Interest In Engagement and Learning In Schoolmentioning

confidence: 99%

Daily interest, engagement, and autonomy support in the high school science classroom

Patall

Vasquez

Steingut

et al. 2016

Contemporary Educational Psychology

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“…Our final research question explored the effects of strategy condition on students' post reading interest in the text. Numerous studies have established the important role of interest in new learning (e.g., Hidi 2001;Schraw et al 1995;Schraw and Dennison 1994;Schraw and Lehman 2001). It was expected that the strategy conditions would serve to increase interest in the experimental text materials.…”

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confidence: 99%

A comparison of the effects of students’ expository text comprehension strategies

2009

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This experimental study examined students' comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an independent study (IS) control. This work extended previous research and explored the ecological validity, generalizability, and utility of EI as an effective comprehension strategy. Dependent measures included a matching test, text-explicit recognition items, text-implicit recognition items, and a situational interest measure. Demographic data were collected for descriptive purposes and prior domain knowledge was used as a control variable. Findings indicated few differences between the MI and EI comprehension strategies in learning outcomes. Additional results, however, suggested potential for the EI strategy to increase interest when students have prior knowledge of the text topic. Keywords Comprehension strategies Á Elaborative interrogation Á Main idea Á Text comprehension Á Situational interestStudents in secondary social studies classes and college level general education courses are required to read lengthy, expository texts about the history of civilizations and countries, people and places, eras and events. From this reading they are expected to understand chronology, infer meaning, draw comparisons, analyze cause and effect, evaluate past decisions, and thoughtfully consider future implications. Despite current moves toward social studies curriculum reform (e.g.

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“…Well-developed individual interest in an area may help individuals to cope with relevant but boring texts or presentations, and situational interest elicited by texts or presentations may maintain motivation and performance even when individuals have no initial interest in the topic. Furthermore, situational interest may ultimately develop into individual interest (Hidi, 2001). Although, in a sense, intrinsic motivation exists within individuals, it is made up of the relationship between individuals and activities.…”

Section: Motivation Variablesmentioning

confidence: 99%

The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

Özgül¹,

Yiğit²

2017

JEL

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The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective Motivation Strategies in Chorus Training was applied to second-year, third-year, and fourth-year students who study at Music Teacher Training departments of nine different state universities from seven geographical regions in Turkey (N=794). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in accordance with new/initial scale development procedures. Analysis of the data reveals a good structure model comprising reliable factors. Confirmatory factor analyses indicated that a model including factors representing the dimensions Leadership, director/student attention, achievement and anxiety was the best fit. The four-factor model yielded RMSEA and SRMR values (≤.05) demonstrating an excellent fit and CFI value with an adequate fit to the data. Cronbach's alpha and initial-final reliability results indicated good to excellent consistency across all CMS subscales, with coefficients ranging from .64 to .90.

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Untitled

Cited by 330 publications

References 69 publications

Daily interest, engagement, and autonomy support in the high school science classroom

Daily interest, engagement, and autonomy support in the high school science classroom

A comparison of the effects of students’ expository text comprehension strategies

The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

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