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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