Regulating interest when learning online: Potential motivation and performance trade-offs

Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning

“…Self-efficacious individuals are more willing to participate in tasks and have more interest to confront difficulties than individuals who have less self-efficacy (Bandura, 1997a,b;Pajares, 1996). For online learners, exploration has also been associated with high interest (Sansone, Smith, Thoman, & MacNamara, 2012). Thus, the present study briefly considers the relation between interest and self-efficacy when using social media to learn guitar skills.…”

“…Moreover, satisfaction level is defined as the pleasure or contentment that one feels after performing an assigned task or desired action (Shee & Wang, 2008). In line with this Sansone et al (2012) posited that when individuals are motivated by interest, they are more likely to persist in completing a task and be satisfied with activities they have completed. As such, interest in learning guitar skills through social media may predict satisfaction.…”

Daily interest, engagement, and autonomy support in the high school science classroom

“…Years of research on interest as both a fleeting psychological state and an enduring disposition have suggested that interest supports an array of positive cognitive and behavioral outcomes that mediate the link between interest and learning (e.g. Ainley, Hidi, & Berndorff, 2002;Harackiewicz, Durik, Barron, Linnenbrink-Garcia, Tauer, 2008;Koeller, Baumert, & Schnable, 2001;Renninger, Ewen & Lasher, 2002;Sansone, Smith, Thoman, & MacNamara, 2012). A substantial body of literature conducted for text-based processing has provided evidence for the benefits of situational interest in supporting engagement and cognitive processing, particularly in the form of enhanced attention and persistence (for reviews see Hidi, 1990Hidi, , 2001Schiefele, 2001Schiefele, , 2009.…”

Requirements for a virtual environment to support the social participation education of low-literates

“…Next to self-efficacy, additional affective roles are played by emotions such as fear and shame. The deleterious effect of fear on academic engagement and success is well known [6,94]. Moreover, shame about low literacy has been shown to inhibit societal participation, learning engagement, and learning effectiveness in low-literate citizens [17,24].…”

“…According to Cuban [25], forcing ICT measures on unwilling teachers leads them to use the computer like a 'replacement typewriter'. Sansone et al [94] report that unsupported at-home students display both lower motivation and poorer results than on-campus students. This section lists a number of ICT-related learning principles, derived and adapted from Richards' [92] topology of meaningful ICT learning activities.…”