To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
In this chapter, we review our Self-Regulation of Motivation (SRM) model, which identifies the important role that interest plays in students’ motivational experiences. When learning requires persistence and re-engagement over time, activities, and contexts, the ability to maintain motivation becomes a critical self-regulatory task. The SRM model proposes that while motivation to attain goals can be sufficient to start a learning activity, experiencing interest becomes important once engaged. Aspects of the goal striving process (such as goal congruence and the expectancy-value of goals) affect the interest experience, over and above objective activity characteristics. Moreover, when interest is low but reaching a goal is important, students purposely engage in actions that make the experience more interesting (e.g., by making it more congruent with their goals or by exploratory engagement with the activity and context). Further, the ways in which students try to make the experience interesting can influence performance in both positive and negative ways (e.g., potential trade-offs between short-term output and longer-term persistence, re-engagement, and learning). We discuss evidence for this model across a variety of contexts (including online learning and science classrooms) and discuss the implications for understanding group-level differences (e.g., in gender or ethnicity) in students’ interest and motivation.
Email your librarian or administrator to recommend adding this to your organisation's collection.