The Four-Phase Model of Interest Development
Tóm tắt
Từ khóa
Tài liệu tham khảo
Ainley, M. (1998). Interest in learning and the disposition of curiosity in secondary students: Investigating process and context. In L. Hoffman, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 257-266). Kiel, Germany: IPN.
Ainley, M. (2002, July). Within task challenges: Investigating students' experience as they interact with specific educational tasks. Paper presented at the XXV Meetings of the International Congress of Applied Psychology, Achieving goals, success and meeting challenges: Contextual factors in education, Singapore, Malaysia.
Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 213-250). Greenwich, CT: JAI.
Alexander, P. A. (2003). Expertise and academic development: A new perspective on a classic theme. Plenary address presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy.
Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 273-298). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Anderson, R. C., Shirey, L. L., Wilson, P. T. & Fielding, L. G. (1987). Interestingness of children's reading material. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: Vol. 3. Cognitive and affective process analyses (pp. 287-299). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Azevedo, F. (2004, June). What does it mean to be interested in practice? Paper presented as part of the symposium, Design theories of interest, motivation, and engagement for the learning sciences, International Conference of the Learning Sciences, Los Angeles.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bloom, B. (1985). The nature of the study and why it was done. In B. Bloom (Ed.), Developing talent in young people (pp. 3-18). New York: Ballantine.
Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417-450). New York: Academic.
Carey, N., Kleiner, B., Porch, R., Farris, E. & Burns, S. (2002). Arts education in public elementary and secondary schools: 1999-2000. Washington, DC: U.S. Department of Education/Office of Educational Research and Improvement.
Carson, A. D. (2002). The selection of interests.Retrieved May 12, 2003, from http://www.vocationalpsychology.com/essay6interest.htm
Cognition and Technology Group at Vanderbilt. (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, professional development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 455-494). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
Davidson, R. J. (2000) The neuroscience of affective style. In M. Gazzaniga (Ed.), The new cognitive neurosciences (pp. 1149-1162). Cambridge, MA: MIT Press.
Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43-70). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Deci, E. L. (1998). The relation of interest to motivation and human needs The self-determination theory viewpoint. In L. Hoffman, A. Krapp, K. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 146-163). Kiel, Germany: IPN.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., etal (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: Freeman.
Edelson, D. C. & Joseph, D. M. (2004, June). The interest-driven learning design framework: Motivating learning through usefulness. Paper presented at the meetings of the International Conference of the Learning Sciences, Los Angeles.
Efklides, A. (2004, September). Effort and its conceptualization: Activity, metacognitive experience, and self-regulation. Keynote address presented at the International Conference on Motivation, Lisbon, Portugal.
Fink, R. P. (1998). Interest, gender, and literacy development in successful dyslexics. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon Conference on interest and gender (pp. 402-407). Kiel, Germany: IPN.
Garner, R., Brown, R., Sanders, S. & Menke, D. J. (1992). "Seductive details" and learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Gisbert, K. (1998). Individual interest in mathematics and female gender identity: Biographical case studies. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 387-401). Kiel, Germany, IPN.
Hannover, B. (1998). The development of self-concept and interests. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 105-125). Kiel, Germany: IPN.
Harackiewicz, J. M. & Durik, A. M. (2003, August). Task value in the college classroom: Predicting goals, interest, and performance. In M. Niemivirta (Chair), Advances in achievement goal research: The role of moderators and mediators. Symposium conducted at the 10th Biannual Meeting of the European Association for Learning and Instruction, Padova, Italy.
Haussler, P. (1985). Questionnaire for measuring three different curricular components of pupils' interest in physics: Topic, context and action. In M. Lehrke, L. Hoffmann, & P. L. Gardner (Eds.), Interests in science and technology education (pp. 81-87). Kiel, Germany: IPN.
Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance. New York: Academic.
Hidi, S. (2003, August). Interest: A motivational variable with a difference. Plenary address presented at the 10th Biennial Meeting of the European Association for Learning and Instruction, Padova, Italy.
Hidi, S. & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215-238). Hillsdale, NJ: Lawrence Erlbaum. Associates, Inc.
Hidi, S. & Berndorff, D. (1998). Situational interest and learning. In L. Hoffman, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 74-90). Kiel, Germany: IPN.
Hidi, S., Renninger, K. A. & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89-115). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Hidi, S., Weiss, J., Berndorff, D. & Nolan, J. (1998). The role of gender, instruction and a cooperative learning technique in science education across formal and informal settings. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 215-227). Kiel, Germany: IPN.
Hoffmann, L. & Haussler, P. (1998). An intervention project promoting girls' and boys'interest in physics. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 301-316). Kiel, Germany: IPN.
Izard, C. E. & Ackerman, B. P. (2000). Motivational, organizational, and regulatory functions of discrete emotions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253-264). New York: Guilford.
Katz, I., Kanat-Maymon, Y. & Assor, A. (2003, April). Toward a differentiated cross-cultural conceptualization of autonomy: Active goal/ideal formation, temperament/interest realization, and choice in learning. Paper presented at the meeting of the American Educational Research Association, Chicago.
Krapp A., 1999, Learning and Instruction, 14, 23
Krapp, A. (2000). Interest and human development during adolescence: An educational-psychological approach. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 109-128). London: Elsevier.
Krapp, A. (2002a). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci & R. Ryan (Eds.), The handbook of self-determination research (pp. 405-427). Rochester, NY: University of Rochester Press.
Krapp, A. & Fink, B. (1992). The development and function of interests during the critical transition from home to preschool. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 397-429). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Krapp, A., Hidi, S. & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Krapp, A. & Lewalter, D. (2001). Development of interests and interest-based motivational orientations: A longitudinal study in vocational school and work settings. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 201-232). London: Elsevier.
LeDoux, J. E. (2000a). Cognitive-emotional interactions: Listen to the brain. In R. D. Lane & L. Nadel (Eds.), Cognitive neuroscience of emotion (pp. 129-155). London: Oxford University Press.
Lepper, M. & Henderlong, J. (2000). Turning "play" into "work" and "work" into "play": 25 years of research into intrinsic vs. extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). New York: Academic.
Lindfors, J. (1987). Children's language and learning (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Linnenbrink, E. A. & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). New York: Academic.
Lipstein, R. & Renninger, K. A. (2006). "Putting things into words": 12-15-year-old students' interest for writing. In P. Boscolo & S. Hidi (Eds.), Motivation and writing: Research and school practice. New York: Kluwer Academic/Plenum.
Long, J. F. & Murphy, P. K. (2005, April). Connecting through content: The responsiveness of teacher and student interest in a core course. Paper presented at the Meetings of the American Educational Research Association, Montreal, Canada.
Molden, D. C. & Dweck, C. S. (2000). Meaning and motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Instrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 131-159). New York: Academic.
Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotion. New York: Oxford University Press.
Panksepp, J. (2000). Emotions as natural kinds within the mammalian brain. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 137-156). New York: Guilford.
Panksepp, J. & Moskal, J. (2004). Dopamine, pleasure, and appetitive eagerness: An emotional systems overview of the trans-hypothalamic reward system: I. The genesis of additive urges. In S. Bosch (Ed.), The cognitive, behavioral, and affective neurosciences in psychiatric disorders.
Pintrich, P. R. & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249-284). New York: Academic.
Prenzel, M. (1992). The selective persistence of interest. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 71-98). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Pressick-Kilborn, K. & Walker, R. (2002). The social construction of interest in a learning community. In D. McInerney & S. V. Etten (Eds.), Research on socio-cultural influences on motivation and learning. Information Age Publishing.
Rathunde, K. (1998). Undivided and abiding interest: Comparisons across studies of talented adolescents and creative adults. In L. Hoffman, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 367-376). Kiel, Germany: IPN.
Renninger, K. A. (1989). Individual differences in children's play interest. In L. T. Winegar (Ed.), Social interaction and the development of children's understanding (pp. 147-172). Norwood, NJ: Ablex.
Renninger, K. A. (1990). Children's play interests, representation, and activity. In R. Fivush & K. Hudson (Eds.), Knowing and remembering in young children (pp. 127-165). New York: Cambridge University Press.
Renninger, K. A. (1998a). The roles of individual interest(s) and gender in learning: An overview of research on preschool and elementary school-aged children. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 165-174). Kiel, Germany: IPN.
Renninger, K. A. (1998b). What are the roles of individual interest, task difficulty, and gender in student comprehension? In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 228-238). Kiel, Germany: IPN.
Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375-407). New York: Academic.
Renninger, K. A. (2003). Effort and interest. In J. Gutherie (Ed.), The encyclopedia of education (2nd ed., pp. 704-707). New York: Macmillan.
Renninger, K. A. & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). New York: Academic.
Renninger, K. A. & Leckrone, T. (1991). Continuity in young children's actions: A consideration of interest and temperament. In L. Oppenheimer & J. Valsiner (Eds.), The origins of action: Interdisciplinary and international perspectives (pp. 205-238). New York: Springer-Verlag.
Renninger, K. A., Sansone, C. & Smith, J. L. (2004). Love of learning. In C. Peterson & M. E. P. Seligman (Eds.), Character strengths and virtues: A classification and handbook (pp. 161-179). New York: Oxford University Press.
Renninger, K. A. & Shumar, W. (2002). Community building with and for teachers: The Math Forum as a resource for teacher professional development. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 60-95). New York: Cambridge University Press.
Renninger, K. A. & Shumar, W. (2004). The centrality of culture and community to participant learning at and with the Math Forum. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 181-209). New York: Cambridge University Press.
Renninger, K. A., Sinclair, N., Hand, V. M., Stohl, H., Alejandre, S. & Underwood, J. S. (2004). Students' interest for and work with appletenhanced word problems. Poster presented as part of the session, Learning Environments, at the International Conference of the Learning Sciences, Los Angeles, CA.
Sansone C., 1993, International Journal of Behavioral Development, 16, 215, 10.1177/016502549301600207
Sansone, C. & Harackiewicz, J. M. (1996). "I don't feel like it": The function of interest in self-regulation. In L. L. Martin & A. Tesser (Eds.), Striving and feeling: Interactions among goals, affect and self-regulation (pp. 203-228). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Sansone, C. & Smith, J. L. (2000). Interest and self-regulation: The relation between having to and wanting to. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 341-372). New York: Academic.
Schiefele, H., Krapp, A., Prenzel, M., Heiland, A. & Kasten, H. (July-August, 1983). Principles of an educational theory of interest. Paper presented at the 7th annual meeting of the International Society for the Study of Behavioral Development, Munich, West Germany.
Schiefele, U. (1992). Topic interest and levels of text comprehension. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 151-182). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Schiefele, U. (1998). Individual interest and learning, what we know and what we don't know. In L. Hoffman, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 91-104). Kiel, Germany: IPN.
Schiefele, U. (2001). The role of interest in motivation and learning. In J. M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement (pp. 163-194). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 334-370). New York: Macmillan.
Sloboda, J. A. (1990). Musical excellence How does it develop? In M. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 165-178). Leicester, UK: British Psychological Society.
Sloboda, J. A. (1996). The acquisition of musical performance expertise: Deconstructing the "talent" account of individual differences in musical expressivity. In K. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 107-126). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Sloboda, J. A. & Davidson, J. W. (1995). The young performing musician. In I. Deliege & J. A. Sloboda (Eds.), The origins and development of musical competence (pp. 171-190). London: Oxford University Press.
Sosniak, L. A. (1985). Learning to be a concert pianist. In B. Bloom (Ed.), Developing talent in young people (pp. 19-67). New York: Ballantine.
Sosniak, L. A. (1990). The tortoise, the hare, and the development of talent. In M. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 149-164). Leicester, UK: British Psychological Society.
Springer, M. (1994). Watershed: A successful voyage into integrative learning. National Middle School Association.
Suzuki, S. (1983). Nurtured by love (W. Suzuki, Trans.). Athens, OH: A Senzay.
Tomkins, S. S. (1962). Affect, imagery, consciousness: Vol.1. The positive affects. New York: Springer.
Wade, S. E. (1992). How interest affects learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 27-41). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Wade S. E., 1990, JRB: A Journal of Literacy, 22, 331
Wigfield, A. & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), The development of achievement motivation (pp. 91-120). New York: Academic.
Zimmerman, B. J. (2000a). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). New York: Academic.