Interest in mathematics and science learning

Interest in Mathematics and Science Learning Interest in Mathematics and Science Learning Edited by K Ann Renninger Martina Nieswandt Suzanne Hidi The American Educational Research Association (AERA) publishes books and journals based on the highest standards of professional review to ensure their quality, accuracy, and objectivity Findings and conclusions in publications are those of the authors and not reflect the position or policies of the Association, its Council, or its officers © 2015 American Educational Research Association The AERA Books Editorial Board Chair: Gilberto Q Conchas Members: D Jean Clandinin, Jeffrey R Henig, Felice J Levine, Simon W Marginson, Nailah Suad Nasir, Charles M Payne, Russell W Rumberger, Mariana Souto-Manning Published by the American Educational Research Association 1430 K St., NW, Suite 1200 Washington, DC 20005 Printed in the United States of America All rights reserved No part of this publication may be reproduced or distributed in any form or by any means, including, but not limited to, the process of scanning and digitization, or stored in a database or retrieval system, without the prior written permission of the publisher Library of Congress Cataloging-in-Publication Data Interest in mathematics and science learning / edited by K Ann Renninger, Martina Nieswandt, and Suzanne Hidi pages cm Includes bibliographical references and subject index ISBN 978-0-935302-38-7 (pbk : alk paper) ISBN 978-0-935302-39-4 (hardback : alk paper) ISBN 978-0935302-42-4 (e-book) Science Study and teaching Mathematics Study and teaching Motivation in education I Renninger, K Ann., editor II Nieswandt, Martina (Professor of education), editor III Hidi, Suzanne, editor Q181.I6554 2015 507.1 dc23 2015009010 Dedication We dedicate this book to our friend and colleague Dr Lore Hoffmann Her collaborations have guided many scholars, and her ideas continue to inspire research on interest and science education that bridges research and practice In dedicating this volume to Lore, we acknowledge her pioneering work in the study of interest, and science interest in particular We specifically appreciate her efforts to focus serious attention on the possibilities for using research to understand and provide support for the development of female students’ interest in physics through curricular change and instructional practice Lore’s research has contributed to developing understanding about the complexity of interest as a psychological variable and interests as possible triggers for engaging students in learning From 1972 until her retirement in 2002, Lore conducted research at the Leibniz Institute of Science and Mathematics Education at the University of Kiel, Germany With her colleagues, she helped to organize two international conferences on interest: the First International Conference on Interest Research in 1984 and the Seeon Conference on Interest and Gender in 1996 It was in the spirit of Lore’s efforts that we organized an AERA Education Research Conference on Interest, the Self, and K–16 Mathematics and Science Learning that was held at Swarthmore College in May 2012 The conference brought together researchers with established research programs focusing on learners and their interest in mathematics and science The participants, many of whom contributed to the present volume, came from different disciplines and through Skype from across the world to bridge research traditions, identify complementarities in their work, and consider next steps for future research and for practice v Acknowledgments The editors would like to thank the American Educational Research Association (AERA) for sponsoring an AERA Education Research Conference on Interest, the Self, and K–16 Mathematics and Science Learning that was held at Swarthmore College, May 6–8, 2012 Particular appreciation is extended to Felice Levine and the AERA Research Advisory Committee for their help in conceptualizing the design of the conference and their encouragement to use the present volume as a way to disseminate conference discussion The editors also thank Felice and the AERA Books Editorial Board for their thoughtful support of this interdisciplinary volume The editors gratefully acknowledge the contributions and support provided by the external reviewers for volume chapters; Melissa Emmerson and William Lin, who helped with conference facilitation; and Rose Pozos-Brewer, who assisted in assembling the volume In addition, the editors wish to acknowledge support for their work on this volume from the Senior College of the University of Toronto, the College of Education at the University of Massachusetts Amherst, and Swarthmore College vii Contents Dedication Acknowledgments List of External Reviewers v vii xi Introduction: On the Power of Interest K Ann Renninger, Martina Nieswandt, and Suzanne Hidi Section Interest and Other Motivational and Demographic Variables Early Science Learning Experiences: Triggered and Maintained Interest Mary Ainley and John Ainley The Roles of Interest and Self-Efficacy in the Decision to Pursue Mathematics and Science Mimi Bong, Sun Kyoung Lee, and Yeon-Kyoung Woo One Size Fits Some: Instructional Enhancements to Promote Interest Amanda M Durik, Chris S Hulleman, and Judith M Harackiewicz 17 33 49 The Effects of Interest and Utility Value on Mathematics Engagement and Achievement Sung-il Kim, Yi Jiang, and Juyeon Song 63 Interest as Emotion, as Affect, and as Schema Johnmarshall Reeve, Woogul Lee, and Sungjun Won 79 Perceptions of Science and Their Role in the Development of Interest 93 K Ann Renninger, Christine N Costello Kensey, Sabrina J Stevens, and Dana L Lehman The Relation Between Interest and Self-Regulation in Mathematics and Science Carol Sansone, Dustin Thoman, and Tamra Fraughton 111 Section Interest and Subject Matter Promoting Information Seeking and Questioning in Science 135 Ayelet Baram-Tsabari Play as an Aspect of Interest Development in Science 153 Mizrap Bulunuz and Olga S Jarrett 10 Interest, Self-Efficacy, and Academic Achievement in a Statistics Lesson 173 Ian Hay, Rosemary Callingham, and Colin Carmichael 11 Intrinsic Motivation, Self-Efficacy, and Interest in Science 189 Shawn M Glynn, Robert R Bryan, Peggy Brickman, and Norris Armstrong 12 Students’ Pathways of Entry Into STEM 203 Adam V Maltese and Joseph A Harsh ix Author Index The letter “t” following a page number denotes a table; the letter “f ” following a page number denotes a figure Adkins, R C., 155 Ainley, J., 6, 17–31, 24, 28, 347n8, 388, 389 Ainley, M., 2, 6, 17–31, 35–36, 347n8, 388, 389 Alao, S., 358 Alexander, J E., 19 Alexander, J M., 8, 9, 19, 261–279, 269, 387 Angelillo, C., 284 Angell, J W., 124 Annetta, L., 175 Arauz, R M., 284 Arizaga, J A., 122–123 Armstrong, Norris, 189–202 Aschbacher, P., 97–98, 107 Assor, A., 236 Azevedo, Flávio S., 8, 9, 281–296, 388 Baer, J., 155 Bandura, A., 37, 44, 179, 190 Baram-Tsabari, Ayelet, 7, 135–152, 390 Barber, B L., 318 Bargh, J A., 125 Barron, B., 207, 297–313 Barron, K E., 118, 226 Baumert, J., 65 Bereby-Meyer, Y., 236 Bergin, D A., 43 Berndorff, D., 35–36 Berridge, K C., 386 Bhattacharyya, G., 239 Biedler, J., 345 Blumenfeld, P., 100f, 244 Bong, M., 6, 33–48, 38t, 391, 392 Borgen, F H., 36 Bozena, M., 154 Bransford, J D., 207 Brickman, P., 189–202, 198 Bridgeland, J M., 175 Britner, S L., 196 Bronfenbrenner, U., 261, 264 Brophy, J., 377 Brown, A L., 207, 358 Brown, S B., 154 Bryan, R R., 189–202, 195–196 Bulunuz, M., 8, 153–171, 162, 164, 389–390 Butner, J., 120 Calabrese Barton, A., 123 Callingham, R., 173–188, 177, 179, 239, 386 Carmichael, C., 173–188, 183, 239, 386 Carter, S M., 226 Carver, C S., 113 Cavallo, A M L., 196 Century, J., 253 Cerini, B., 20 Chartrand, T L., 125 Cheung, D., 180–181 Chi, M T H., 229 Cleaves, A., 205 397 398 | Index Clough, G Wayne, 154 Coats, L T., 394–395 Cocking, R R., 207 Cole, J S., 66 Collins, A M., 283 Conant, F C., 284, 290, 291 Conley, W J., 157–158 Connelly, D A., 114 Cooksey, R., 175 Cooper, M M., 239 Correa-Chavez, M., 284 Crowley, K., 8, 9, 207, 269, 271, 297–313, 387 Csikszentmihalyi, M., 155, 175, 325, 373 Darwin, Charles, 189–190 Davidson, M L., 394–395 Davis-Kean, P E., 65 Deci, E L., 64, 65, 67, 155 DeLoache, J A., 268 Dewey, J., 155–156, 354, 369, 370–372, 373, 376–377, 379–380 DiJulio, J J., 175 Dohn, N B., 355, 357 Duffy, T., 207 Durant, I., 20 Durik, A M., 6, 49–62, 66, 118, 226, 388, 392 Dweck, C., 317 Eccles, J S., 9, 10, 34, 44, 52, 64, 65, 100f, 191, 315–330, 316–318, 319, 321, 322–325, 326, 328, 387, 388 Edwards, L., 290, 291, 292 Eisenhart, M, 290, 291, 292 Eisner, E W., 373 Elliot, A J., 118, 226 Engle, R A., 284, 290, 291 Epstein, Alanna, 315–330 Evans, M A., 345 Fasoli, L., 154 Feynman, R P., 157, 159 Flowerday, T., 236 Flum, H., 154 Foy, P., 21 Fraughton, T., 111–131, 120, 122 Fredricks, J A., 34, 44, 244, 315–330 Fredrickson, B L., 113 Freitas, A L., 118 Frenzel, A C., 375 Ganschow, L., 159–160 Ganschow, R., 159–160 Gates, S J., 155 Gatlin, T A., 239 Gilmartin, S K., 97, 106 Girod, M., 377 Glynn, S M., 7–8, 189–202, 191, 193, 194t, 196– 197, 198, 389 Godes, O., 347n8 Grant, M., 155 Graybeal, G., 198 Greene, B A., 336 Greeno, J., 246, 283 Gresalfi, M S., 246–247 Guthrie, J T., 358 Hackling, M., 21 Hagay, G., 141, 142, 143–144 Hand, V., 246 Handley, I M., 119 Hannover, B., 21–22 Harackiewicz, J M., 20, 49–62, 53–57, 66, 117, 118, 206, 226, 239, 347n8 Harold, R D., 100f Harsh, Joseph A., 8, 203–223 Harter, S., 36–37, 272 Hasni, A., 395 Hattie, J., 175–176, 180–181 Hay, I., 7–8, 11n3, 173–188, 182, 239, 386, 392 Hendricks, B., 347n8 Hewitt, N., 205 Hidi, S., 1–14, 17, 18, 35–36, 37, 66, 71, 113, 137, 156, 174–175, 178, 182, 183, 206, 218, 226, 262, 265, 267, 315, 318–320, 322, 326, 327, 328, 375, 385–396, 387, 390 Higgins, E T., 118 Hoffmann, L., 244, 343, 355, 376, 391 Honey, M., Horowitz, Gail, 7, 225–242, 388, 389 Hulleman, C S., 20, 49–62, 56, 66, 117, 206, 239, 347n8 Hyde, J S., 20, 34 Isaac, J D., 121, 123–124 Izard, C E., 113 Jacobs, M., 207 James, William, 331–332 Jansem, S., 176 Jarrett, O S., 8, 153–171, 161, 164, 390 Jiang, Yi, 63–78 Johnson, K E., 19, 261–279, 269–270 Index | 399 Jones, B D., 8, 9–10, 331–352, 335, 335f, 337, 340–341, 343, 344, 346, 347n2, 354, 388 Lynch, T., 175 Lytton, H., 266 Kackar-Cam, Hayal Z., 243–257 Kahn, J H., 124 Kanat-Maymon, Y., 236 Kaplan, A., 154 Katz, I., 236 Kaufman, C J., 155 Kean, E., 160 Kelley, K., 269 Kensey, Christine N Costello, 93–110, 391 Kessels, U., 21–22 Khoo, S T., 24 Kim, S., 6, 38t, 63–78, 391, 392 Kim, Y., 38t Kline, R B., 67 Klugman, E., 154 Knutson, K., 297–313 Koballa, T R., Jr., 191 Köller, O., 65 Kos, J., 28 Koskey, K L., 96, 143 Krapp, A., 137, 175, 292, 390 Kreitler, S., 95t Kunter, M., 245 MacCallum, J., 364n2 MacNamara, A., 120 Maltese, A V., 8, 28, 203–223 Mansell, R., 336 Manzey, C., 96, 143 Marsh, H W., 272 Martin, C K., 297–313 Martin, M O., 21 Martin, T., 246 Mascone, C F., 160 McKnight, C C., 42 McPhan, G., 175 Mehalik, M M., 342 Meldrum, J., 175 Melki, C S., 208–209 Minnaert, A., 245 Minner, D D., 253, 342 Mirkin, C., 155 Mitchell, M., 226, 237, 244, 245, 354, 376 Miyamoto, Y., 66, 118 Mooney, E., 176 Morgan, C., 120, 121 Morison, K B., 175 Morony, W., 175 Mullis, I V S., 21 Lajoie, S., 182, 183 Lamb, R L., 175 Langrall, C., 176 Lapp, D., 155 Larson, L M., 36 Lawrence, J A., 356 Lee, G., 38t Lee, Sun Kyoung, 33–48 Lee, Woogul, 79–92 Lehman, Dana L., 93–110 Leibham, Mary E., 19, 261–279, 270 Lent, R W., 36 Levy, A J., 253 Li, E., 97 Lightfoot, C., 362 Lim, H., 38t Lindahl, B., 204 Lindberg, S M., 34 Linn, M C., 34 Linnenbrink, E A., 226 Linnenbrink-Garcia, L., 96, 143, 373, 374–376, 369–383, 379 Lovell, M R., 342 Ludtke, O., 245 Nauta, M M., 124 Neitzel, C L., 19 Ng, D., 181 Nicholas, M., 28 Nickens, S D., 344 Nieswandt, M., 1–14, 22, 23, 124, 183, 225–242, 342, 385–396, 388, 389 Nisbet, S., 176 Nolen, S B., 357 O’Brien, K M., 318 Ortony, A., 156, 253 Osborne, J., 163, 331–352, 335, 335f, 336–337, 340, 341, 346, 347n2 Packard, B., 206–207 Pajares, F., 196 Palmer, D., 18, 22, 23, 229, 244, 355, 357 Palmquist, S., 271 Paradise, R., 284 Paris, A., 244 Paris, S G., 206–207 400 | Index Pasupathi, M., 122 Patrick, H., 357 Pearson, G., Pegg, J., 175 Perez, Tony, 369–383 Petersen, J L., 34 Phillips, Michael M., 369–383 Piaget, J., 156 Pizzini, E L., 142 Potter, W H., 196 Potvin, P., 395 Power, T G., 154 Prain, V., 21 Prawat, R S., 371–372 Prenzel, M., 390 Pressick-Kilborn, K., 8, 9, 353–367, 364n2, 386, 389, 394 Pugh, Kevin J., 8–9, 10, 96, 143, 369–383, 370, 373, 376–378, 386, 388, 390 Rathunde, K., 20 Raymer, P., 207 Reeve, J., 6, 79–92, 81, 386 Regan, E., 22 Renninger, K A., 1–14, 4t, 17, 18, 66, 71, 93– 110, 95t, 96, 113, 137, 156, 174–175, 178, 182, 183, 206, 218, 226, 245, 262, 265, 267, 272, 315, 318–320, 322, 326, 327, 328, 354– 355, 356, 357, 362, 363, 375, 385–396, 387, 388, 391 Resnick, L B., 283 Resnick, M., 155 Revelle, W., 156, 253 Reynolds, B., 342 Riley, K., 95t, 245 Rogoff, B., 284 Romney, D M., 266 Rotgans, J L., 245 Rottinghaus, P J., 36 Rowsey, R E., 157 Rozek, C S., 20 Rozman, M., 196 Ruff, Chloe, 331–352 Ryan, R M., 4t, 64, 65, 67, 245 Sachau, D A., 118 Sandi-Urena, S., 239 Sansone, C., 6, 53–57, 111–131, 115f, 117, 118, 119, 120–121, 122, 123, 373, 379, 388–389 Saxe, R M., 19 Schawlow, A L., 157, 159 Scheier, M F., 113 Schiefele, U., 175, 370 Schmidt, H G., 245 Schmidt, K., 378 Schmidt, W H., 42 Schnabel, K., 65 Schunk, D H., 37 Schunn, C D., 342 Schwab, J., 207 Schweingruber, H., Seymour, E., 205 Shanahan, M., 22, 124, 342 Shechter, O G., 66, 118 Shepardson, D P., 142 Shulman, L S., 177 Silva, P J., 114 Simons, J., 65 Simpkins, S D., 65, 66 Smith, J., 115f, 117, 119, 120, 121, 122–123 Soncuya, G A., 122–123 Song, Juyeon, 63–78 Stake, J E., 344 Starkings, S., 182–183 Steele, C M., 346 Steele, O., 221n1 Stevens, Sabrina J., 93–110 Stewart, V C., 96, 143 Stocklmayer, S M., 20 Stodolsky, S., 43 Stollack, G E., 19 Story, T S., 122–123 Su, S., 4, 156, 355, 356 Swarat, S., 156, 253 Tai, R H., 28 Tai, R T., 204 Tauer, J M., 226 Tendhar, C., 344 Tharp, R G., 246, 253 Thoman, D., 111–131, 115f, 120, 122–123, 373 Thomas, D., 154 Tracey, T G., 124 Trautwein, U., 245 Trucano, Meg, 243–257 Tsai Y.-M., 245 Turner, J., 11n3, 243–257, 357, 386, 389 Updegraff, K A., 318 Usher, E L., 196 Vallett, D., 175 Index | 401 Valsiner, J., 1, 356–357, 362 Vansteenkiste, M, 65 Voelkl, K E., 337 Wagaman, J., 119 Wagner, T., 157 Walker, C O., 336 Walker, R A., 357, 364n2 Wang, C., 271 Wang, H A., 42 Watson, J., 174, 177, 179, 239 Weinbrugh, M H., 221n1 Weir, C., 118 White, P H., 117 White, R W., 67 Wiebe, D J., 120 Wiebke, H L., 208–209 Wigfield, A., 64, 65, 100f, 191 Wilson, E O., 157 Won, Sungjun, 79–92 Wong, D., 377, 379 Woo, Yeon-Kyoung, 33–48 Xu, J., 394–395 Yambor, K M., 206–207 Zachary, J., 120 Subject Index academic motivation, defined, 64 See also specific topics, e.g., chemistry entries; domain identification; mathematics achievement, predictors academic self-concept See self-efficacy entries affect perspective, interest, 79, 81–84, 86–88, 386 after-school programs: interest-driven participation study, 281, 285, 286–288, 290–292; MUSIC model approach, 345 See also out-of-school activities agentic engagement, defined, 85 age-related patterns: Ask-a-Scientist questions, 144–145; mathematics interest, 64–65, 68– 69, 73–74; science interest, 17–18, 98–100 aha feelings, in scientific process, 159–161 See also transformative experiences Ask-a-Scientist questions, 143–145 astronomy activities, 287–288, 302 astrophysicist case study, interest development, 302 astrophysics, in information-seeking behavior study, 144–145 attainment value, in expectancy-value model, 317–318, 320–322 attention See catch features; novelty as trigger; triggered situational interest, conceptualizations attitudes about schooling, participation correlations, 23–24 autonomy: in chemistry project, 235–237; as MUSIC model component, 341–342; as research theme, 390–391; support impact, 374–375 behavioral engagement, defined, 85 beliefs and reflective awareness, as research theme, 386–387 See also coregulatory model, early science interests; self-efficacy entries biology: as engaged participation example, 284; information-seeking behavior study, 141– 143, 144–145; participation predictors, 25–28; science motivation study, 196, 197– 198; student interest survey, 197–199; and teacher science interests, 162 Boy Scouts, 300–301 bridge program, as STEM entry pathway, 209– 212 canalization process, 356–357 career knowledge, interest impact, 21–23 career selection: role of playful exploration, 157–159, 160; social cognitive perspective, 192–193, 197 See also pathways to science, ecological perspective; self-efficacy beliefs, role in career selection; STEM disciplines, entry pathways caring component, MUSIC model, 341, 344–345 catch features, 51, 54–56, 57, 371 See also triggered situational interest, conceptualizations Center for Education Statistics of the Korean Educational Institute, 33 chemistry: career selection factors, 157, 160, 192–193, 304–305; in early science experiences model, 25–28; in information-seeking behavior study, 144–145; in statistical literacy study, 183; in STEM pathway study, 215–218 403 404 | Index chemistry courses, interest relationships: overview, 225–227, 237–239; with laboratory task activity, 227–234; with projectbased activity, 234–237; with scientist-ina-classroom approach, 22–23 citizen science activity, 305–310 classroom engagement: as achievement pathway, 84–86; age-related differences, 68–69; emotion-based strategies, 86–88; predictors, 69–72 See also interest-driven participation, science activities; mathematics achievement, predictors cognition See specific topics, e.g., coregulatory model, early science interests; emotion entries; perceived competence Committee on Highly Successful Science Programs, competence See domain identification; mathematics achievement, predictors; perceived competence concepts, ideas compared, 371–372 confidence factors See self-efficacy entries connectedness process, 356, 357–358 content framing principle, transformative experience support, 376–377 control theory model, 113 coregulatory model, early science interests: overview, 261–263, 272–273; future research questions, 273–274; influence of child characteristics, 265–267; maintenance factors, 267–272; research methodology, 263–265 cost component, in expectancy-value model, 317–318, 320–321 creativity’s role, playfulness, 155 curiosity, infant/toddler exploratory play, 156 See also playful experiences, interest relationships curiosity questions See information-seeking behavior, as interest measurement curiosity studies, 18, 19–20 Darwin, Charles, 189–190 Darwin, Erasmus, 189–190 demonstration strategy, emotion/affect perspective, 86–88 development of interest See specific topics, e.g., early science experiences; Four-Phase Model; transformative experiences domain identification: overview, 331–332, 345– 347; conceptual framework, 333–334; defi- nitions, 332–333; enhancement strategies, 340–345; future research possibilities, 346–347; interest comparisons, 337–340; measures of, 336–337; process of, 335– 336 See also self-efficacy entries domain self-concept, defined, 333 domain self-esteem, defined, 333 early science experiences, interest impact: overview, 17–19, 28–29, 387–388; classroom activities, 20–23; parenting influences, 19–20; participation predictors, 23– 28 See also coregulatory model, early science interests; pathways to science, ecological perspective ecological perspective See pathways to science, ecological perspective EEVT See Expectancy-Value Theoretical Model of Achievement Choices (EEVT) Einstein, Albert, 157, 159 emerging individual interest, Four Phase Model, 3–4 See also individual interest, conceptualizations emotion perspective, interest, 79, 80, 83–84, 86–90, 386 emotion schema perspective, interest, 79, 82, 83–84, 88 empowerment component, MUSIC model, 341–342, 344–345 engaged participation, defined, 283–284 engineering careers, role of playfulness, 160 enjoyment factor: in affective perspective of interest, 81–82; in expectancy-value model explanations, 318, 323–324; as science participation predictor, 24–28; self-efficacy relationships, 43–44; and self-regulatory behavior, 123–124 See also playful experiences, interest relationships environmental influences, children’s interests, 268–272 See also early science experiences, interest impact; parental influences; playful experiences, interest relationships equilibriation theory, Piaget’s, 156 expansion of use characteristic, transformative experience, 373 Expectancy-Value Theoretical Model of Achievement Choices (EEVT): overview, 315–318, 325–328; Four-Phase Model compared, 318–322; longitudinal study data explanations, 322–325 expectancy-value theory, 20, 36–37 Index | 405 experiential value characteristic, transformative experience, 373 exploratory play, infants/toddlers, 156–157 See also playful experiences, interest relationships extrinsic motivation: in self-regulation models, 113; in social cognitive theory, 191 See also specific topics, e.g., science motivation, interest relationships; intrinsic motivation, science learning study fathers’ influence, 300, 303, 304, 307 See also parental influences feelings See affect perspective, interest; emotion entries Feynman, Richard, 157, 159 flow experiences, 155, 325, 373 Four-Phase Model: overview, 3–4, 18; expectancy value model compared, 318–322, 326 See also interest, conceptualizations/definitions fun See playful experiences, interest relationships future intentions predictor, science participation, 24–28 gender-related patterns: overview, 391; in coregulatory model, 265–266; information-seeking behavior, 142, 145; mathematics interest and achievement, 34, 35; in participation predictor models, 25–27; science interest and participation, 35, 97–98, 100, 209; science motivation, 195, 196; self-concept of ability, 58; self-efficacy beliefs, 34– 35, 38–41, 196, 318; social context influence, 122–123, 244; STEM course applications, 33–34; in summer bridge program, 210–212; in summer research projects, 213, 214t; trigger strategies, 290, 343–344 geology, childhood exploration, 156–157 geology careers, role of playfulness, 158, 160 Global Science Forum, 17–18 global self-esteem, defined, 333 See also domain identification goal-striving effects, in Self-Regulation of Motivation model, 116–121 Google search queries, as interest measurement, 145–147 hands-on-activity See specific topics, e.g., chemistry entries; early science experiences, in- terest impact; pathways to science, ecological perspective; playful experiences, interest relationships hierarchical dependencies, mathematics and science, 13, 41–44, 391–392 Hodgkin, Dorothy Crowfoot, 192–193 idea framework principle, transformative experience support, 376–377 ideas, concepts compared, 371–372 identity development, 324–326 See also domain identification; self-efficacy entries image-processing activities, 287–288 individual interest, conceptualizations: for career selection discussion, 35; for chemistry interest discussion, 226; for coregulatory model discussion, 262; for domain identification discussion, 337–338; for expectancy-value model discussion, 321; in FourPhase Model, 3–4, 18; for interest-driven participation discussion, 283; for learner diversity discussion, 50; for playful experiences discussion, 156; for science motivation discussion, 191–192; for STEM pathways discussion, 206, 207; for transformative experiences discussion, 372 See also specific topics infants/toddlers, exploratory play, 156 information-seeking behavior, as interest measurement: overview, 135–137, 148– 149; Ask-a-Scientist usage, 143–145; classroom environment questions, 141–143; data source characteristics, 138–140; Google search queries, 145–147 inquiry-based activities: in canalization and connectedness study, 358–362; components of, 207; for empowerment of student, 341–342; for playful science experiences, 164–166; with scientist-in-a-classroom approach, 22; in STEM discipline pathways, 210, 212, 218–219; in summer bridge program, 210, 212 instructional enhancements: biology interest survey, 197–199; from emotion/affect perspectives, 86–88; with MUSIC Model, 331, 340–346; with playful science experiences, 163–166; as research theme, 389– 390; in statistical literacy study, 182–183 See also teacher comparison study, instructional practices 406 | Index instructional enhancements, learner diversity study: overview, 49, 58–59; attention attraction approaches, 51, 54–56, 57; challenges summarized, 49–51; conceptual model for, 53–54; kit-based programs, 57; perceived utility value, 52–53, 56–57; role of ability perceptions, 50, 53; social context considerations, 57–58 instruction time, interest impact, 20–21 intentions predictor, science participation, 23–25 intent participation, characteristics, 284 interest, conceptualizations/definitions: for achievement predictors discussion, 64; for career selection discussion, 35; for chemistry interest discussion, 226; for coregulatory model discussion, 262; for domain identification discussion, 337–339; for expectancy-value model discussion, 318– 322; for feelings perspective discussion, 79–84; in Four Phase Model, 3–4; for information-seeking behavior discussion, 136–137; for interest-driven participation discussion, 283–284; for playful experiences discussion, 155–156; for science motivation discussion, 191–192; for self-regulation model discussion, 113–114; for statistical literacy discussion, 174–176; for STEM pathways discussion, 205–207; for student perceptions discussion, 94–96; for teacher comparison study, 244–245; for transformative experiences discussion, 369–371, 372–374 See also specific topics interest, research overview: characteristics of agreement, 1–2; development approaches, 5, 8–10, 387–391; importance for science/mathematics, 2–3; independent variable approaches, 5–6; subject matter approaches, 5, 6–8, 391–392; summary, 392– 395 interest component, MUSIC model, 341, 343– 345 interest-driven participation, science activities: overview, 281–282, 292–293; after-school programs, 285, 286–287; commonalities, 290–292; definitions, 283–285; free-choice continuum, 285–286; model rocketry, 288–290 interest value, in expectancy-value model, 317– 318 interpersonal orientation, interest relationships, 121–126 intrinsic motivation, science learning study: overview, 189–190, 199–200; biology questions, 197–199; interest’s role, 193–199; SMQ/SMQ-II studies, 193–195, 196–197; social cognitive perspective, 191–193; student essays/interviews, 195–196, 198f intrinsic value component, in expectancy-value model, 317–318, 320–322 invasive species, classroom-based citizen science, 305–310 kit-based programs, 57 language arts, 38–43 life-history interviews, scientists, 298–305 maintained situational interest, conceptualizations: for chemistry interest discussion, 226; for coregulatory model discussion, 262; for early science interests discussion, 18; in Four Phase Model, 3–4; for student perceptions discussion, 94–96; for teacher comparison study, 245; for transformative experiences discussion, 372–373 See also specific topics Mansfield, Peter, 157 mastery experiences, as self-efficacy source, 192 mathematics achievement, predictors: overview, 63–64, 73–74; literature review, 64–66; motivational constructs compared, 69–72; research methodology, 67–68, 69–70; role of perceived competence, 66–67, 72–73 See also self-efficacy beliefs, role in career selection; statistical literacy, interest relationships mathematics teacher study See teacher comparison study, instructional practices metacognitive awareness, in coregulatory model, 267 modeling strategy, transformative experience support, 376, 378 model rocketry, participation characteristics, 282, 288–290 Montessori schools, 157 mood perspective, interest, 79, 81–84, 86–88 motivated use characteristic, transformative experience, 373 motivation See specific topics, e.g., chemistry courses, interest relationships; domain identification; mathematics achievement, predictors Mullis, Kary, 159 Index | 407 multitopical activities, as interest-driven commonality, 291 museum experiences, 159, 262, 281–282, 300 MUSIC Model of Academic Motivation, 331, 340–346 Newton’s laws, in transformative experiences discussion, 370 Nobel laureates, in information-seeking behavior study, 147 novelty as trigger, 18, 22–23, 51–52, 156, 244 See also catch features; triggered situational interest, conceptualizations off-task behaviors, mischaracterization effects See Self-Regulation of Motivation model out-of-school activities: career selection impact, 157–159, 300–303; citizen science participation, 305–310; expectancy-value model perspective, 323–324; as science interest pathway, 310–311; in student perceptions study, 101, 103–104, 105, 106; and teacher science interests, 162 See also parental influences paleontologist case study, interest development, 301–302 parental influences: in early science experiences study, 19–20, 387–388; in pathways to science study, 300–304, 307–310, 311–312; in playful experiences study, 157 See also coregulatory model, early science interests participation correlations, science activities, 24– 28 pathway model, statistical literacy, 180–182 pathways to science, ecological perspective: overview, 297–298, 310–312; childhood commonalities, 298–305; citizen science participation, 305–310; research methodology, 298–299, 305–306; scientist case studies, 301–305 See also intrinsic motivation, science learning study; science interest, role of student perceptions Pauling, Linus, 157 perceived competence: and emotion-based interest promotion, 88–90; in expectancy value theory, 36–37; gender comparisons, 34–35; in MUSIC model, 343; and perceived utility value, 66–67, 72–73; in statistical literacy study, 175–176 perceived utility value: in affective perspective of interest, 82; in expectancy-value model, 317–318, 320–322; instructional enhancements, 52–53, 56–57; in MUSIC model, 341, 342, 344–345; in science motivation study, 195, 197; as science participation predictor, 24–28; self-efficacy association, 36–37; and self-regulating processes, 117– 121; as transformative experience support, 374, 375–376 perceived utility value, mathematics achievement study: overview, 63–64, 73–75; agerelated differences, 64–65, 68–69; interest predictor compared, 69–72; literature review, 65–66; perceived competence effects, 66–67, 72–73 personal excursions, after-school program, 288 physics: career selection factors, 157, 159–160; in early science experiences model, 25–28; gender-related patterns, 244; in information-seeking behavior study, 144–145; in STEM pathway study, 215–218; for transformative experience, 370 playful experiences, interest relationships: overview, 153, 165–166; creativity’s role, 155; definitions, 154, 155–156, 161; infant/toddler activity, 156; preservice teachers, 161–166; as science career predictor, 157–159; in scientific process, 159–161 See also early science experiences, interest impact preservice teachers, science interest development, 153, 161–166 President’s Council of Advisors on Science and Technology, 2–3 Primary Connections, Australia, 21 problem-of-the day strategy, emotion/affect perspective, 86–88 See also inquiry-based activities Programme for International Student Assessment, 20 question posing See information-seeking behavior, as interest measurement; inquirybased activities reflective awareness, 386–387 See also coregulatory model, early science interests; selfefficacy entries relevance See perceived utility entries 408 | Index replenishment of resources, interest’s role, 86 research projects, as STEM entry pathway, 212– 215 re-seeing principle, transformative experience support, 376, 377–378 resource replenishment, interest’s role, 86 reward circuitry, brain’s, 386 robotics career, 303–304 rocketry hobby, participation characteristics, 282, 288–290 scaffolding processes: in chemistry interest study, 237; in learner diversity study, 57; in self-regulatory model study, 127; in STEM pathway study, 207, 218; in student perceptions study, 98, 103; in teacher comparison study, 243, 244, 246, 249, 253–254 scaffolding re-seeing principle, transformative experience support, 376, 377–378 Schawlow, Arthur, 157, 159 Science Background Experiences Survey, 161– 162 science interest, role of student perceptions: overview, 93–94, 106–107; case study comparisons, 104–106; interview data, 102– 104; literature review, 96–98; questionnaire data, 98–102; research methodology, 98; trajectory potential, 94–96 See also specific topics, e.g., biology; chemistry entries; intrinsic motivation, science learning study science knowledge: as participation predictor, 24–28; and self-efficacy beliefs, 102–106 science motivation, interest relationships: overview, 189–190, 199–200; conceptual framework, 190–193; questionnaire data, 193–195, 196; research methodology, 193– 195; student essay/interview data, 195– 196, 197–198 See also specific topics, e.g., biology; chemistry entries; intrinsic motivation, science learning study Science Motivation Questionnaires, 193–195 science teacher study See teacher comparison study, instructional practices Scientific American survey, 208–209 scientific literacy, statistics, 153–154 scientist-in the-classroom approach, interest impact, 22–23 Scientists in Schools program, Australia: 22 self-canalization, defined, 357 self-concept of ability, elements, 50 See also perceived competence; perceived utility entries; self-efficacy entries self-determination component, in social cognitive theory, 191 self-efficacy beliefs: overview, 176–177, 333, 391–392; expectancy-value model predictions, 316–317; in MUSIC model, 343; in science motivation study, 189, 195–196, 197; in social cognitive theory, 191, 192– 193; in statistical literacy study, 173, 181– 182; in student perceptions study, 98–106; from undergraduate research experiences, 218 See also domain identification; perceived competence self-efficacy beliefs, role in career selection: gender-related patterns, 33–35; interdependence explanations, 41–45; interest correlations, 38–41; literature review, 35– 37; research methodology, 37–38 Self-Efficacy for Statistical Literacy (SESL), 178, 179 self-prototype, science interest correlation, 21–22 self-regulation, defined, 191 Self-Regulation of Motivation model: applications to STEM learning, 121–126; conceptual overview, 111, 112–116, 126–127; goal-striving effects, 116–121; student profiles for, 111–112, 123, 125 self-regulation skills, in coregulatory model, 265–266 SESL (Self-Efficacy for Statistical Literacy), 178, 179 situational interest, conceptualizations: for chemistry interest discussion, 226; for coregulatory model discussion, 262; for domain identification discussion, 337– 339; in Four Phase Model, 3–4, 318–319; for interest-driven participation discussion, 283; for learner diversity discussion, 50–51; for playful experiences discussion, 156; for statistical literacy discussion, 174– 175; for STEM pathways discussion, 206; for teacher comparison discussion, 244– 245; for transformative experiences discussion, 372–373 SLIM (Statistical Literacy Interest Measure), 178–179, 182, 183–184 SMQ/SMQ-II studies, 193–195, 196–197 Index | 409 social cognitive career theory, 197 social cognitive perspective, motivation to learn, 190–193 social context: as domain identification obstacle, 339–340; in expectancy-value model explanations, 324; in Self-Regulation model, 121–126 See also gender-related patterns; socioeconomics variable, science participation social studies instruction, mathematics compared, 43 sociocultural framework, triggering interest: overview, 353, 364; classroom case study, 358–362; conceptual framework, 356–358; Kate’s story, 353–354, 357–358; literature review, 354–356; research implications, 362–363 sociocultural theory, 245–246 socioeconomics variable, science participation, 25–26, 97 SRM model See Self-Regulation of Motivation model statistical literacy, interest relationships: overview, 173–174, 183–184; achievement measures, 179–180; conceptual framework, 174–177; pathway model, 180–182; research approach, 177–180; teacher interview data, 182–183 Statistical Literacy Interest Measure (SLIM), 178–179, 182, 183–184 StatSmart program, Australia, 174, 177–180 STEM disciplines: expectancy-value model predictions, 316–318, 327–328; gender-related patterns, 33–35; as national priority, 2–3, 153–155, 203–204; predictors of, 28, 316–318; and Self-Regulation of Motivation model, 121–126 STEM disciplines, entry pathways: overview, 203–205, 218–220; conceptual framework, 205–207; literature review, 204– 205, 206–207; Scientific American survey data, 208–209; summer bridge program, 209–212; summer research projects, 212– 215; undergraduate research experiences, 215–218 stereotypes: in perceived utility value, 57–58; science interest correlation, 21–22 See also gender-related patterns student perceptions study See science interest, role of student perceptions success component, MUSIC model, 341, 343, 344–345 summer bridge program, as STEM entry pathway, 209–212, 219–220 summer research projects, as STEM entry pathway, 212–215, 219–220 sustained participation, defined, 284 tailored activity, as interest-driven commonality, 281, 290–291 task value See perceived utility entries teacher comparison study, instructional practices: overview, 243, 255–256; classroom activities, 249–253; conceptual framework, 244–246; interest level explanations, 248, 253–255; research methodology, 246–248 See also instructional enhancement entries teachers: Australian training programs, 21; preservice science interest development, 153, 161–166; role summarized, 389–390 See also specific topics, e.g., inquiry-based activities; interest-driven participation, science activities; transformative experiences Third International Mathematics and Science Study, 34 time dimension, interest-driven participation, 291–292 time understanding, in coregulatory model, 266 tinkering activity, 299, 303, 307–308, 309 See also early science experiences, interest impact; pathways to science, ecological perspective TinkerPlots software, 177, 182–183 Townes, Charles, 157 transformative experiences: overview, 369–370, 380–381; support strategies, 374–380; theoretical foundations, 370–374 triggered situational interest, conceptualizations: for chemistry interest discussion, 226; for coregulatory model discussion, 262; for early science experiences discussion, 18; for expectancy-value model discussion, 320–321; in Four-Phase Model, 3–4; for STEM pathways discussion, 206; for student perceptions study, 94–96; for teacher comparison discussion, 244–245; for transformative experiences discussion, 372–373 See also specific topics trigger strategies: catch features, 51, 54–56, 57, 371; in MUSIC model, 343–344; with novelty, 18, 22–23, 51–52, 156, 244 410 | Index undergraduate research experiences, as STEM entry pathway, 215–219 utility value See perceived utility entries video presentation strategy, emotion/affect perspective, 86–88 Vital Signs program, 305–310 well-developed individual interest, Four Phase Model, 3–4 See also individual interest, conceptualizations Wilczek, Frank, 159 Wilson, E O., 157 Woodward, Robert Burns, 157 About the Contributors Editors K Ann Renninger is the Eugene M Lang Research Professor at Swarthmore College, Department of Educational Studies, 500 College Ave., Swarthmore, PA 19081; krennin1@ swarthmore.edu Her research addresses the role of interest in learning, and conditions both in and out of school that support the development of interest Martina Nieswandt is an Associate Professor of Science Education in the College of Education at the University of Massachusetts, Amherst; mnieswan@educ.umass.edu Her research focuses on the relationship between motivation, affects and learning associated with K–14 science concepts and various instructional contexts utilizing mixed-methods approaches Suzanne Hidi is a founding fellow of the Senior College of the University of Toronto, 256 McCaul Street, Suite 412, Toronto, Ontario M5T 1W5, Canada; suzanne.hidi@gmail.com Her research interests address motivation in general, interest in particular, and neuroscientific research that focuses on the human reward system Authors John Ainley is a Principal Research Fellow at the Australian Council for Educational Research, Prospect Hill Road, Camberwell 3124, Australia; john.ainley@acer.edu.au His research focuses on the secondary analysis, and the implications for policy and practice, of data from large-scale assessment surveys Mary Ainley is an Honorary Fellow in the Melbourne School of Psychological Sciences, University of Melbourne, 3010, VIC, Australia; maryda@unimelb.edu.au Her research interests focus on interest, curiosity and related processes as they support students engaging with problem solving and learning Joyce M Alexander is a Professor of Learning and Developmental Sciences at Indiana University, Bloomington; joalexan@indiana.edu Her research focuses on the precursors and consequences to children’s interests, particularly those in science Norris Armstrong is an Associate Professor at the University of Georgia, Athens; narmstro@ uga.edu His research examines approaches that can be used to improve instruction and assessment in large university courses Flávio S Azevedo is an Assistant Professor at the Department of Curriculum and Instruction, The University of Texas at Austin, 1912 Speedway STOP D5700, Austin, TX 78712-1293; flavio@austin.utexas.edu His research focuses on theorizing the nature of interests (short- and long-term) and how people learn when in “interest mode,” the discourse 411 ... of interest, gender and interest in mathematics and science, difficulty and interest in mathematics and science, self-efficacy, self-concept, and interest development K Ann Renninger, Martina.. .Interest in Mathematics and Science Learning Interest in Mathematics and Science Learning Edited by K Ann Renninger Martina Nieswandt Suzanne Hidi The American... Conclusions: Emerging Issues and Themes in Addressing Interest in Learning Mathematics and Science Suzanne Hidi, K Ann Renninger, and Martina Nieswandt 385 Author Index Subject Index 397 403 About