learning and motivation unit three (week 14)

Grit \n Interest

• what has the role of interest been in what you do extracurricularly
  • not a lot of effort put into joining clubs and stuff
  • crocheting - not very good but still work hard
  • always looking for new projects that you can successfully complete
  • prioritize, spend more time, doesn’t feel like work
  • how did this develop?
  • wanted to make the harry styles sweater for anielle
  • under quarantine and bored
• interest:
  • both a cognitive and affective motivational variable (there’s a thinking and emotional aspect)
  • experienced-based
  • not age-related
  • always content-specific - not general
  • conceptualized as the interaction between a person and specific content
  • associated with increased learning, positive affect, persistence, and goals
• four-phase model of interest development
  • describes how interest evolves from situational to individual
  • person and task variables
  • learner’s wants and needs
• two types of interest
  • situation: what triggers interest
  • fleeting
  • happens early on in the process
  • elicited by environmental aspects
    • human activity or life themes
    • life themes: things all humans are sparked by like challenges, feedbacks, social interaction
    • features (ex: the ways tasks are organized / presented)
  • how to maintain?
  • affect is most important (this is the fuel of interest)
  • individual
  • what happens next
  • moves from being a property of the situation to a property of the individual
  • relatively enduring tendency of an individual to engage in a particular activity, topic, or object
  • value and curiosity is most important
• phase one: triggered situational
  • properties of the person: 
  • surprise
  • character identification
  • personal relevance
  • intensity
  • properties of the task / activity: 
  • group work / collaboration
  • puzzles (instigates curiosity)
  • computers
  • learners 
  • attend fleetingly
  • need support to engage
  • affect is positive or negative
  • not necessarily aware
  • learners want
  • ideas respected
  • directions
  • learners need
  • effort appreciated
  • concrete suggestions (people structuring and encouraging interest)
• phase two: maintained situational
  • properties of the person
  • meaningfulness of task
  • personal involvement
  • properties of the task
  • project-based learning: especially with a long horizon, sustains interest
  • cooperative group work / social interactions and feedback
  • 1-on-1 tutoring: interested, want to persevere
• phase three: emerging individual
  • properties of the person
  • positive feelings
  • value
  • knowledge
  • sense of effortlessness
  • chooses to engage with the content
  • generates curiosity questions
  • defines tasks for self
  • exceeds requirements
  • is resourceful when challenges arise
  • learners
  • independently re-engage 
  • curiosity
  • seek answers
  • learners want
  • ideas respected
  • to express their ideas
  • not to be told what to do (don’t need external interests)
  • learners need
  • to feel ideas and goals are understood and efforts are appreciated
  • feedback that enables them to meet goals
• phase four: well-developed individual
  • properties of the person
  • positive feelings
  • relatively more value and knowledge
  • sense of effortlessness
  • anticipates subsequent steps
  • uses deep strategies
  • uses contextual and conditional knowledge when problem solving
  • engages in long-term creative and constructive endeavors
  • persists in the face of challenges
  • seeking opportunities for engagement and interest supersedes potential frustrations
• learners:
  • self-regulate / persist
  • recognize discipline
• learners want:
  • information / feedback
  • balance personal standards with discipline
• learners need
  • constructive feedback
  • feel ideas and goals are understood

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