Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

Connecting with Learning: Motivation, Affect and Cognition in Interest Processes

Connecting with Learning: Motivation, Affect and Cognition in Interest Processes In this paper we draw on our research on interest to explore the questions posed for this special issue. Interest is conceptualized as an affective state that represents students’ subjective experience of learning; the state that arises from either situational triggers or a well-developed individual interest. Drawing on the broad research literature on interest, and using our own findings in relation to the state of interest, we consider how interest represents an integration of affect, motivation and cognition. In particular, how the state of interest brings together motivation in the form of prior goals and interests and focuses them into on-task behavior. We illustrate ways that our research monitoring on-task sequences of affect and behavior, is confronting some of the methodological concerns posed in relation to measurement of affective states. Finally, we examine some of the paths by which triggered states of interest can contribute to productive student engagement with learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Psychology Review Springer Journals

Connecting with Learning: Motivation, Affect and Cognition in Interest Processes

Ainley, Mary
Educational Psychology Review , Volume 18 (4) – Nov 5, 2006
Download PDF
15 pages

Loading next page...
 
/lp/springer-journals/connecting-with-learning-motivation-affect-and-cognition-in-interest-GihFSBdW9O

References (80)

Publisher
Springer Journals
Copyright
Copyright © 2006 by Springer Science+Business Media, LLC
Subject
Education; Educational Psychology; Child and School Psychology; Learning and Instruction
ISSN
1040-726X
eISSN
1573-336X
DOI
10.1007/s10648-006-9033-0
Publisher site
See Article on Publisher Site

Abstract

In this paper we draw on our research on interest to explore the questions posed for this special issue. Interest is conceptualized as an affective state that represents students’ subjective experience of learning; the state that arises from either situational triggers or a well-developed individual interest. Drawing on the broad research literature on interest, and using our own findings in relation to the state of interest, we consider how interest represents an integration of affect, motivation and cognition. In particular, how the state of interest brings together motivation in the form of prior goals and interests and focuses them into on-task behavior. We illustrate ways that our research monitoring on-task sequences of affect and behavior, is confronting some of the methodological concerns posed in relation to measurement of affective states. Finally, we examine some of the paths by which triggered states of interest can contribute to productive student engagement with learning.

Journal

Educational Psychology Review – Springer Journals

Published: Nov 5, 2006

There are no references for this article.