Interest: A unique affective and cognitive motivational variable that develops

Renninger, K. Ann; Hidi, Suzanne

doi:10.1016/bs.adms.2021.12.004

Cited by 30 publications

(29 citation statements)

References 166 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The identification of two clusters and the coordination of learners' interest, prior coursework, and proof scheme in these data suggest that, in general, development of knowledge (proof scheme) and taking additional coursework co-occur with increases in interest. Although prior studies have suggested that it is the content of the connections that learners make to the discipline that provide a basis for the development of interest (Renninger & Hidi, 2022), specificity about differences in knowledge as interest develops, such as that provided here about proof scheme and prior coursework, has not been available.…”

Section: Discussionmentioning

confidence: 99%

“…Jansen et al (2016) showed that having a developed interest in mathematics predicted student achievement; this was an effect that held both between (students with higher interest also had higher achievement) and within (students had higher achievement in the subjects in which they had more interest) persons. Although topics of interest (e.g., calculus, playing the piano) may vary, the phases of interest development (whether learners have less-developed or more-developed interest, and that less-developed precedes more-developed interest) have consistently been found to progress in similar ways, regardless of content area (Renninger & Hidi, 2022). Carlson et al (2015) reported that the mathematics courses learners have taken are associated with their level of understanding and reasoning.…”

Section: Interestmentioning

confidence: 99%

“…Given the ways that triggered interest can support, transform, and sustain lasting interest (Renninger & Hidi, 2022), these questions taken together allow consideration of the role of learner interest in ongoing engagement with public and abstract text.…”

Section: The Present Studymentioning

confidence: 99%

“…Interest is a unique cognitive and affective motivational variable that develops (Renninger & Hidi, 2022). It describes individuals' participation in mathematics: their psychological state during engagement, as well as their motivation to reengage mathematics voluntarily over time (Hidi & Renninger, 2006).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Comprehension of argumentation in mathematical text: what is the role of interest?

Renninger

Gantt

Lipman

2022

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

This article describes the research design and findings from a use-inspired study of online text-based mathematics resources. We sought to understand whether and how existing mathematics interest, together with the learner characteristics of prior coursework in mathematics and proof scheme, influenced comprehension of mathematical argumentation and triggered interest in two types of mathematics text: (1) text featuring concrete, real-world applications (public domain) and (2) text with abstract and generalized modes of expression and content (abstract domain). Using an online assessment and person-centered analyses, we studied 64 (32 M, 32 F) undergraduate students who were and were not pursuing advanced mathematics coursework. Cluster analysis revealed two participant groups. Less mathematically immersed (LMI) participants improved comprehension of mathematical argumentation when working with public domain text, performing comparably to the more mathematically immersed (MMI) cluster in this domain; those in the MMI cluster performed comparably across text domains. In addition, LMI participants were more likely to identify public domain text as more interesting than abstract text, and they also were more likely than those in the MMI group to explain this by citing public rather than abstract domain reasons. Taken together, study findings suggest that interest in coordination with other learner characteristics scaffolds comprehension of mathematical argumentation. This study makes contributions to interest theory, understanding the role of interest in comprehension of mathematical argumentation, and ways in which practitioners might leverage student interest to promote comprehension.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Interestmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Comprehension of argumentation in mathematical text: what is the role of interest?

Renninger

Gantt

Lipman

2022

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Students with a strong interest in PE can be identified by their determination to master skills they are just learning, their focus on perfecting one specific activity, and their engagement in a wide range of activities that need them to use their bodies. Following the line of thought that was recently reiterated by Renninger et al [29], interest has been considered a potent motivator that sets in motion a wide range of human activities. Detailed descriptions of interest [30] accentuate the fact that it is: 1) a psychological state as opposed to a continuous attribute, 2) content-specific, and 3) a multidimensional construct.…”

Section: The Nexus Between Individual Interest and School Engagementmentioning

confidence: 99%

The Nexus between individual interest and school engagement in bolstering Physical Culture for a habitual healthy régime: a case of a state university

Bautista

Dios

Lobo

2023

PES

View full text Add to dashboard Cite

Background and Study Aim. A worldwide consensus exists that students' levels of interest strongly predict and trigger their engagement in various activities, particularly those that promote physical culture. Academic works in the field of Physical Education have demonstrated that students can be extremely engaged when they are exposed to situations that pique their interest. However, the relationship and influence of students’ individual interests on their engagement in school have not yet been documented further. Hence, conducting an investigation should be performed. Materials and Methods. The current research endeavors to identify any discernible gender differences in students' individual interests and school engagement levels. In addition, the initiative intends to use an analysis of the relationship between individual interest and school engagement as a foundation for promoting a healthy and active campus community. Undergraduate students in their 1st- and 2nd-year who are enrolled in Physical Education 1 and Physical Education 3 courses during the 1st Semester of the Academic year 2022-2023 are the participants in the study. Participants were selected via Purposive and Convenience Sampling Techniques. The data for this study was collected through a Google forms-based online survey. Additionally, the published English version of the Students’ Individual Interest in Physical Education questionnaire and the Utrecht Work Engagement Scale for Students (UWES-9S) were adopted to gather data from the respondents. In order to examine the difference between individual interest and school engagement according to gender, Independent Samples T-Test was performed. Spearman Rho’s and Multiple Regression Analysis examined the relationship between the two variables. Results. After obtaining data from 1072 university students [(Nmale = 456(42.5%), Nfemale = 616(57.5%)], it was found that no significant variance was observed concerning individual interest and school engagement based on gender. Additionally, a positive and significant association was observed between individual interest and school engagement. Lastly, it was also found that individual interest, alongside its three factors, predicts school engagement. Conclusions. Based on the findings, it can be concluded that students’ individual interests have a direct and beneficial influence on their level of school engagement. This investigation was conducted to fully communicate physical culture to students in order to improve their overall well-being. Based on the findings, recommendations for the future research direction and physical education teachers have been produced as a result of this investigation.

show abstract

Theories of Motivation in Education: an Integrative Framework

Urhahne

Wijnia

2023

Educ Psychol Rev

View full text Add to dashboard Cite

Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.

show abstract

Interest: A unique affective and cognitive motivational variable that develops

Cited by 30 publications

References 166 publications

Comprehension of argumentation in mathematical text: what is the role of interest?

Comprehension of argumentation in mathematical text: what is the role of interest?

The Nexus between individual interest and school engagement in bolstering Physical Culture for a habitual healthy régime: a case of a state university

Theories of Motivation in Education: an Integrative Framework

Contact Info

Product

Resources

About