The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

https://www.jstor.org/stable/pdfplus/3516061.pdf

School Engagement: Potential of the Concept, State of the Evidence

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

▪ Abstract This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.

Motivational beliefs, values, and goals.

Expectancy-Value Theory of Achievement Motivation.

This article opens by noting that positive emotions do not fit existing models of emotions. Consequently, a new model is advanced to describe the form and function of a subset of positive emotions, including joy, interest, contentment, and love. This new model posits that these positive emotions serve to broaden an individual's momentary thought-action repertoire, which in turn has the effect of building that individual's physical, intellectual, and social resources. Empirical evidence to support this broadenand-build model of positive emotions is reviewed, and implications for emotion regulation and health promotion are discussed. Even though research on emotions has this new perspective are featured. My hope is flourished in recent years, investigations that that this article will unlock scientific curiosity expressly target positive emotions remain few and far between. Any review of the psychological literature on emotions will show that psychologists have typically favored negative emotions in theory building and hypothesis testing. In so doing, psychologists have inadvertently marginalized the emotions, such as joy, about positive emotions, not only to test the ideas presented here, but also to build other new models that might illuminate the nature and value of positive emotions. Psychology sorely needs more studies on positive emotions, not simply to level the uneven knowledge bases between negative and positive emotions, but interest, contentment, and love, that share a more critically, to guide applications and pleasant subjective feel. To date, then, psychology's knowledge base regarding positive emotions is so thin that satisfying answers to the question "What good are positive emotions?" have yet to be articulated. This is unfortunate. Experiences of positive emotion are central to human nature and contribute richly to the quality of people's lives (Diener & Larsen,

http://www.gruberpeplab.com/teaching/psych3131_spring2015/documents/15.1_Fredrickson1998_WhatGoodarePositiveEmotions.pdf

What Good Are Positive Emotions

Contents: Part I:General Questions in the Study of Interest. A. Krapp, S. Hidi, K.A. Renninger, Interest, Learning, and Development. J. Valsiner, Interest: A Metatheoretical Perspective. E.L. Deci, The Relation of Interest to the Motivation of Behavior: A Self-Determination Theory Perspective. M. Prenzel, The Selective Persistence of Interest. Part II:Individual Interest and Learning in School. J.F. Voss, L. Schauble, Is Interest Educationally Interesting? An Interest-Related Model of Learning. P. Nenniger, Task Motivation: An Interaction Between the Cognitive and Content-Oriented Dimensions in Learning. U. Schiefele, Topic Interest and Levels of Text Comprehension. U. Schiefele, A. Krapp, A. Winteler, Interest as a Predictor of Academic Achievement: A Meta-Analysis of Research. Part III:Situational Interest (Interestingness). S. Hidi, V. Anderson, Situational Interest and Its Impact on Reading and Expository Writing. R. Garner, R. Brown, S. Sanders, D.J. Menke, "Seductive Details" and Learning from Text. S.E. Wade, How Interest Affects Learning from Text. Part IV:Special Approaches to Explain Interest Effects. L.L. Shirey, Importance, Interest, and Selective Attention. A. Iran-Nejad, C. Cecil, Interest and Learning: A Biofunctional Perspective. M. Pressley, P.B. El-Dinary, M.B. Marks, R. Brown, S. Stein, Good Strategy Instruction Is Motivating and Interesting. Part V:Developmental Aspects of Individual Interest. K.A. Renninger, Individual Interest and Development: Implications for Theory and Practice. A. Krapp, B. Fink, The Development and Function of Interests During the Critical Transition from Home to Preschool. Part VI:Conclusions. S. Hidi, K.A. Renninger, A. Krapp, The Present State of Interest Research.

The Role Of Interest In Learning And Development

Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective.

Interest, Learning and Development

This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions on interest in science education. As interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science interest and the process of interest development are presented. Based on an overview of typical methods for assessing interests, exemplary findings on students’ interest in science are presented, which play an important role in the current s...

https://hal.archives-ouvertes.fr/hal-00658698/document

Research on Interest in Science: Theories, methods, and findings

Content: Concept and measurement of interest Strategies and methods of research Research conducted prior to 1965: a summary of reviews Research conducted since 1965: a meta-analysis

/pdf/interest-as-a-predictor-of-academic-achievement-a-meta-2inbt7ozs8.pdf

Andreas Krapp

Papers

The Role Of Interest In Learning And Development

Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective.

Interest, Learning and Development

Research on Interest in Science: Theories, methods, and findings

Interest as a predictor of academic achievement : a meta-analysis of research