Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

Katz, Idit; Assor, Avi; Kanat-Maymon, Yaniv; Bereby-Meyer, Yoella

doi:10.1007/s11218-005-2863-7

Cited by 88Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological and Educational Research Studies

Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

Katz, Idit, Assor, Avi, Kanat-Maymon, Yaniv, Bereby-Meyer, Yoella·2006·Social Psychology of Education

DOI 10.1007/s11218-005-2863-7

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Katz et al. (2006) found that for students with high interest, interest was related to intrinsic motivation for both genders, with a slight decrease from the presence to the absence of positive feedback.
“For the students with high interest, interest was related to intrinsic motivation for both genders, with a slight decrease from the presence to the absence of positive feedback.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Katz et al. (2006)
Katz et al. (2006) found that for students with moderate interest, a shift from presence to absence of positive feedback increased intrinsic motivation in females but decreased in males.
“For students with moderate interest, a shift from presence to absence of positive feedback increased intrinsic motivation in females but decreased in males.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Katz et al. (2006)
Katz et al. (2006) found that for students with low interest, intrinsic motivation increased in males but decreased in females from receiving to not receiving positive feedback.
“The opposite pattern was found for students with low interest: Intrinsic motivation increased in males but decreased in females from receiving to not receiving positive feedback.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Katz et al. (2006)

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Authors: Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y.
Affiliations: Ben-Gurion University of the Negev (IL)
Corresponding author: Katz, Idit
ORCID: Katz, Idit
Assor, Avi
Venue: Social Psychology of Education
Publisher: Springer Science and Business Media LLC
Published: 2006-02
Volume: 9
Issue: 1
Pages: 27-42
ISSN: 1381-2890 (ISSN-L)
1573-1928
DOI: 10.1007/s11218-005-2863-7
OpenAlex: W2079481404
Cited by: 88
References: 62
Citations by year: 2026: 2 · 2025: 2 · 2024: 3 · 2023: 3 · 2022: 8 · 2021: 4 · 2020: 8 · 2019: 11 · 2018: 2 · 2017: 6 · 2016: 3 · 2015: 10 · 2014: 3 · 2013: 4 · 2012: 6
FWCI: 2.53
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Social Psychology of Education (publishedVersion)
Funders: Israel Science Foundation
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
Keywords: interest, intrinsic motivation, positive feedback, gender differences, children, logical problems, motivation maintenance, perceived control, personal resources, seventh grade

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Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

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