The DOI matches its Crossref record; 60 of the 60 references it cites were found in a registry or an index.
Interest as the Missing Motivator in Self-Regulation
Abstract
Abstract. Typically, models of self-regulation include motivation in terms of goals. Motivation is proposed to fluctuate according to how much individuals value goals and expect to attain them. Missing from these models is the motivation that arises from the process of goal-pursuit. We suggest that an important aspect of self-regulation is monitoring and regulating our motivation, not just our progress toward goals. Although we can regulate motivation by enhancing the value or expectancy of attaining the outcome, we suggest that regulating the interest experience can be just as, if not more, powerful. We first present our model, which integrates self-regulation of interest within the goal-striving process. We then briefly review existing evidence, distinguishing between two broad classes of potential interest-enhancing strategies: intrapersonal and interpersonal. For each class of strategies we note what is known about developmental and individual differences in whether and how these kinds of strategies are used. We also discuss implications, including the potential trade-offs between regulating interest and performance, and how recognizing the role of the interest experience may shed new light on earlier research in domains such as close relationships, psychiatric disorders, and females' choice to drop out of math and science.
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Citations
Cites
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Self-efficacy: Toward a unifying theory of behavioral change
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Self-efficacy: Toward a unifying theory of behavioral change
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The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
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Expectancies, values and academic behaviors
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The Role of interest in Learning and Development
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Cited by
Silvia, P. J. (2008) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2008.00548.x · Cited by 849
Revisiting the Conceptualization, Measurement, and Generation of Interest
RENNINGER, K. A., & HIDI, S. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.587723 · Cited by 786
Enhancing interest and performance with a utility value intervention.
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010) · Journal of Educational Psychology · doi:10.1037/a0019506 · Cited by 757
Interest Matters: The Importance of Promoting Interest in Education
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732216655542 · Cited by 695
What makes management research interesting and why does it matter?
Bartunek, J. M., Rynes, S. L., & Ireland, R. D. (2006) · Academy of Management Journal · doi:10.5465/amj.2006.20785494 · Cited by 432
Metadata
- Authors
- Sansone, C., & Thoman, D. B.
- Venue
- European Psychologist
- Publisher
- Hogrefe Publishing Group
- Published
- 2005-01
- Volume
- 10
- Issue
- 3
- Pages
- 175-186
- ISSN
- 1016-9040 (ISSN-L)
- 1878-531X
- OpenAlex
- W2137047480
- Cited by
- 334
- References
- 60
- FWCI
- 6.66
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
