Renninger / Hidi The Power of Interest for Motivation and Engagement

Erscheinungsjahr 2015
ISBN: 978-1-317-67421-4
Verlag: CRC Press
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 188 Seiten

The Power of Interest for Motivation and Engagement combines research from educational psychology and neuroscience to explain the important role of student interest in academics and life success. Drawing on cases both in and out of the classroom, the authors examine how interest is developed and sustained by learners, and assessed and interpreted by teachers. This volume is written for people who would like to know more about the power of their interests and how they could develop them: students who want to be meaningfully engaged, educators and parents wondering about how to facilitate motivation, business people focusing on ways in which they could engage meaningfully their employees and associates, policy-makers whose recognition of the power of interest may lead to changes resulting in a new focus supporting interest development for schools, out of school activity, industry, and business, and researchers studying learning and motivation. It draws on research in cognitive, developmental, educational, and social psychology, as well as in the learning sciences, and neuroscience to demonstrate that there is power for everyone in leveraging interest for motivation and engagement.

Autoren/Hrsg.

Renninger, K Ann

Hidi, Suzanne

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Contents

Preface

Introduction

1. What is interest and how has it been conceptualized and studied?

2. What explains the power of interest? Why are students who have an interest for content more likely to continue to reengage and develop more conceptual sophistication?

3. What is known about assessing existing interest? How do new interests develop? How can the phase of a person’s interest be identified and measured?

4. What is the relation between the development of interest and other motivational variables?

5. Is it a paradox that interest declines as subject matter gets more developed? What is "interest driven learning"? Does it matter if interests are taken up in rather than out of school? How different is an interest in one versus another subject matter, or domain?

6. What we can now say about interest, its generation and development? What are the implications of knowing that interest can be developed? What could further research help us to understand?

Index

Über Autor(innen)

K. Ann Renninger is the Eugene M. Lang Research Professor at Swarthmore College. She is the Chair of the Department of Educational Studies.

Suzanne Hidi is a Founding Fellow of the Senior College of the University of Toronto, and an Associate Professor of Educational Psychology.